The shortages are not equal and never have been. It’s become harder for principals to find teaching staff across all subject areas, but some headline writers have erroneously translated this into a broad, generic story. Private schools are suffering the same labor market challenges as public schools, which implies the problem is related more to broader economic factors rather than to anything unique to schools or the public sector. What’s changed is that the labor market has tightened and made all hiring tougher. Goldhaber has found similar results in Washington for hiring differences by subject area, especially during times with competitive labor markets.įrom the employer’s side, NCES data show that the subject areas with the worst shortages a decade ago are largely still the worst today. In Vermont, Kieran Killeen, Susanna Loeb and Imeh Williams found an average of 38 applications for each social studies job opening, compared with an average of 12 for special education, science and math. In contrast, the ratio was just 1.5 to 1 in special education. When Melissa Steel King, Leslie Kan and I looked at older data for Illinois in 2016, we found that the state produced 12.4 social studies teachers for every new hire. And they have lessons for future teaching candidates and for policymakers seeking solutions.įor prospective teachers, the lesson is clear: If they want to find a job, they will have a much easier time if they earn their license in a shortage area. While these findings may not be new, the data are. Source: Goldhaber et al., “ A New Method to Get Timely Information on Teacher Hiring Needs ” As the authors write, “elementary education-credentialed job candidates are relatively plentiful, making elementary positions relatively easy to fill.” In comparison, it took longer to fill the open teaching jobs for special ed, STEM and English learners - if they got filled at all. About 60% of elementary teaching jobs were removed within four weeks of posting. The graph below shows the percentage of jobs that remained unfilled at various points in time.Īgain, there were large differences across subject areas. Goldhaber’s team also looked at how long the jobs stayed open. Schools are sorted into quartiles based on how many underrepresented minority students they serve. The lines are scaled based on how many people were working in those roles in the prior year. The first graph below shows the number of job openings per 100 full-time employees, sorted by subject area and school type. There were large disparities across schools in terms of how many people they wanted to hire. Proportionally speaking, there were about 3 to 5 times as many open teaching jobs with a focus on special education, STEM and English Language Learners. In contrast, there were many more special education, STEM and English learner teaching positions, and these were much harder to fill. They find that while there are a lot of elementary teachers overall, there are proportionally few openings for those jobs. Their latest working paper focuses on what happened over the course of 2022. By adding this denominator, they were able to determine which teaching positions were comparatively easier or harder to staff. They scraped public job postings from school district websites across the state of Washington, and compared the number of openings against the number of people working in those roles in the prior year. What do real-time job-openings data reveal about teacher hiring and shortages?ĭan Goldhaber and a team of researchers at the University of Washington wanted to find out. Get stories like these delivered straight to your inbox.
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