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.
Evidence shows that adequate and equitable financing of public schools improves a range of outcomes for all students, yet disparities in school funding shortchange many children in the United States.
To help inform California’s systemic shifts towards whole child education, the Learning Policy Institute provides critical and timely research across several key issue areas.
Schools need diverse, well-prepared educators. A high-quality educator workforce requires investments in teacher preparation and learning, policies to increase recruitment and retention, and strategies to sustain educator capacity to create and innovate.
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.
A series of research projects by LPI and the National Association of Secondary School Principals identified the causes of turnover and the policies and practices that encourage principals to remain.
LPI—in partnership with WestEd and the Friday Institute—has developed a series of research reports, associated briefs, and an overall Action Plan to provide a research base to inform North Carolina policy reform.
