Linda Darling-HammondRoberta C. FurgerPatrick M. ShieldsLeib Sutcher
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After many years of teacher layoffs in California, school districts are using an influx of new k–12 funding to hire again. However, the supply of teachers has not kept pace with the increased demand. This report examines shortage indicators, discusses their impact on students, analyzes factors that influence teacher supply and demand in California and nationally, and recommends policies to ensure an adequate supply of fully prepared teachers where they are needed.
Linda Darling-HammondRoberta C. FurgerPatrick M. ShieldsLeib Sutcher
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After many years of teacher layoffs in California, school districts are using an influx of new k–12 funding to hire again. However, the supply of teachers has not kept pace with the increased demand. This brief and corresponding report examine shortage indicators, discuss their impact on students, analyze factors that influence teacher supply and demand in California and nationally, and recommend policies to ensure an adequate supply of fully prepared teachers where they are needed.
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If current trends persist, emerging teacher shortages in California will continue to increase—unless policymakers address both sides of the supply and demand equation. This is according to a report released by the Learning Policy Institute, a new national education research and policy organization based in Palo Alto, California and Washington, DC.
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Throughout the summer and into the fall of 2015, school districts across the state struggled to fill vacant teaching positions with qualified staff. In fall of 2015, a Field Poll of California voters revealed that Californians are well aware of the emerging shortage of K-12 public school teachers and think the state should take decisive action to rectify the situation.
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California registered voters regard the emerging shortage of k-12 teachers as a very serious problem and think that the state should be taking decisive action to rectify the situation, according to a poll released today by EdSource and the Learning Policy Institute. The survey was conducted by The Field Poll following recent reports showing that the number of new teaching credentials issued in California has declined steadily for more than a decade, along with even more precipitous reductions in enrollments in teacher preparation programs enrollments.
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In 2015, California allocated $490 million to professional learning systems statewide, for districts to improve their overall professional capacity, especially the competence of teachers and principals within their school systems. This report is intended to help districts think through strategies to support all the allowable uses of funds and discusses how districts can approach professional learning in their implementation of state academic standards.
Teacher residencies pair a full year of mentored clinical practice with financial support and a service commitment, strengthening preparation while addressing teacher shortages. Research shows residency graduates are effective and more likely to remain in the profession, helping districts staff high-need fields and build a stable, diverse workforce aligned with local needs.
Teachers who receive thorough preparation and are supported with high-quality professional learning opportunities throughout their careers are better equipped to meet the needs of all their students.
LPI has conducted research on several individual states, often at the request of state policymakers, to help inform evidence-based policies and support the work of states to reimagine their education systems.
Texas has implemented various initiatives aimed at strengthening the quality of its teacher preparation pathways and improving teacher retention, including large-scale, multi-year, statewide efforts to establish support, and sustain teacher residencies.
