Educator Supply and Demand Report 2021-2022

American Association for Employment in Education Educator Supply and Demand Report 2021-22

www.aaee.org

Prepared by:

www.cmoresearch.com

2

Table of Contents Page

CERTIFICATION FIELDS STUDY HIGHLIGHTS COMPARISON OF COLLEGES AND DISTRICTS COLLEGES AND UNIVERSITIES

3 4

Enrollment Student Success

8 8

Supply and Demand Teacher Preparation & Makeup

12 19 19

Hiring Challenges Supply and Demand

21 24

Appendix: Perceived Supply and Demand by Region Appendix: Year-to-Year Comparisons Appendix: Demographic Characteristics

27 29 42

SCHOOL DISTRICTS

5 8

ABOUT AAEE: Comprised of college/university career center staff and education department faculty, school district human resources and building administrators, and members of education-related organizations, the American Association for Employment in Education is a key organization for building networks to recruit teachers. For 80+ years, AAEE has been providing members with direct access to resources and networking opportunities with colleagues—all focused upon the highest standards in educator preparation, recruitment, hiring, and retention. Prepared and published annually, the AAEE Educator Supply and Demand Report is a nationally-recognized initiative and benchmark report.

ABOUT THE EDUCATOR SUPPLY AND DEMAND SURVEY: The Center for Marketing and Opinion Research (CMOR) conducted the 2021-22 Educator Supply & Demand Survey on behalf of the American Association for Employment in Education (AAEE).

• Surveys were collected between September 16, 2021 and March 14, 2022.

• The initial email invitation with a link to complete the online survey was sent to the list provided by AAEE on September 16, 2021. Reminder invitations were sent at varying times and days.

• Reminder invitations were not sent to email addresses that were returned as invalid or belonging to those who had completed the survey or indicated their refusal to participate.

• 536 surveys were completed. o 163 colleges/universities (6.4% margin of error using a 90% confidence level) o 373 school districts (4.2% margin of error)

ABOUT CMOR: The Center for Marketing & Opinion Research (CMOR) provides public opinion research services to colleges and universities, healthcare organizations, community-based organizations, non-profits, and government agencies.

3

Certification Fields The table below lists the 64 education fields asked about in the survey: Education Fields Agriculture Education Art/Visual Education Bilingual/Multicultural Education Business Education Computer Science Education Dance Education English/Language Arts Education Family and Consumer Science Health Education Journalism Education Music Education Physical Education Reading Specialist/Interventionist Social Studies Education Speech Education Technology Education Theatre/Drama Education Languages American Sign Language Arabic Chinese Classical ESL/ELL (English Language Learner) French German Italian Japanese Russian Spanish Other Languages Administration Elementary School Administrator High School Administrator Middle School Administrator Central Office Administrator

Math & Science Education Biology Chemistry Earth/Physical Science General Science Math Physics Related Services Audiology Counseling Gifted/Talented Education Library Science/Media Technology Occupational Therapy Physical Therapy Reading Diagnostician School Nursing School Psychology School Social Work Speech Pathology Elementary & Middle School Education Intermediate Education Kindergarten/Primary Education Middle School Education Pre-K Education Special Education Cognitive Disabilities Special Education Dual Cert (General & Special Education) Early Childhood Special Education Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Learning Disability Special Education Mild/Moderate Disabilities Special Ed. Multi-categorical Special Education Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

4

Study Highlights Both colleges/universities as well as school districts were asked to evaluate demand for educators by rating 64 fields of study as having CONSIDERABLE SHORTAGE, SOME SHORTAGE, SOME SURPLUS, CONSIDERABLE SURPLUS of qualified applicants or BALANCED between applicants and positions. ✓ Overall, there was agreement between colleges/universities and school districts on more than half of the fields, 40 of the 64 (63%). ✓ Nearly two-thirds of the fields were reported as having some level of shortage by both colleges/universities and school districts, 52 by colleges/universities and 60 by school districts. Thirty-seven were identified as having some level of shortage by both groups. ✓ CONSIDERABLE SHORTAGE: Of the 64 fields listed, 17 were reported as having considerable shortage by colleges/universities while school districts noted considerable shortage in 29 fields. Fifteen of the fields that were identified by colleges/universities as having a considerable shortage were also identified by school districts. ✓ SOME SHORTAGE: Colleges/Universities identified 35 fields as having some shortages while school districts identified 31 fields with some shortage. They were in agreement on 22 fields. ✓ SOME SURPLUS: No fields were reported as having some surplus by either colleges/universities or school districts. ✓ CONSIDERABLE SURPLUS: No fields were reported as having considerable surplus by either colleges/universities or school districts.

Enrollment in degree-seeking programs was more likely to have decreased in traditional, alternative certificates/licensure or M.Ed./MAT/5th year programs than in TESOL or doctoral programs. At the same time, about 2 in 10 teachers hired in the past year did not have traditional preparation. The most-cited reason given for this was that there was a lack of traditional candidates applying.

On average, colleges/universities reported that 87% of their graduates find full-time teaching positions after graduation, while 13% find part-time positions. In addition, it was noted that decreases in funding that school districts receive was a challenge by 63% of responding school districts, with 33% indicating it is a Big Challenge.

5

Comparison of Colleges and Districts: 2021-22 COLLEGES AND UNIVERSITIES FIELDS WITH CONSIDERABLE SHORTAGE (5.00 – 4.21) Multicategorical Special Education Emotional/Behavioral Disorders Special Ed. Severe/Profound Disabilities Special Ed. Mild/Moderate Disabilities Special Ed. Cognitive Disabilities Special Education Learning Disability Special Education Visually Impaired Special Education Bilingual/Multicultural Education Math Physics Hearing Impaired Special Education Early Childhood Special Education General Math and Science ESL/ELL (English Language Learner) Chemistry Technology Education Dual Cert (General & Special Education)

4.82 4.80 4.80 4.78 4.77 4.70 4.60 4.47 4.45 4.44 4.43 4.42 4.38 4.37 4.36 4.35 4.24

FIELDS WITH SOME SHORTAGE (4.20 – 3.41) Biology Earth/Physical Science Speech Education Computer Science Education Spanish Audiology Family and Consumer Science School Psychology Middle School Education Counseling Intermediate Education Speech Pathology Chinese Reading Specialist/Interventionist School Nursing Pre-K Education American Sign Language Business Education Middle School Administrator Journalism Education High School Administrator Agriculture Education Kindergarten/Primary Education Elementary School Administrator Arabic Central Office Administrator English/Language Arts Education Italian Library Science/Media Technology French German School Social Work Japanese Art/Visual Education Occupational Therapy

4.20 4.14 4.07 4.05 4.00 4.00 3.95 3.94 3.94 3.90 3.86 3.84 3.81 3.79 3.79 3.79 3.78 3.73 3.73 3.71 3.68 3.67 3.67 3.67 3.60 3.60 3.57 3.57 3.57 3.53 3.50 3.50 3.45 3.43 3.43

BALANCED FIELDS (3.40 – 2.61) Reading Diagnostician Russian Music Education Other Languages Physical Therapy Gifted/Talented Education Classical: Greek, Latin Health Education Theatre/Drama Education Physical Education Social Studies Education Dance Education

3.40 3.36 3.34 3.33 3.33 3.30 3.27 3.26 3.24 3.14 3.04 3.00

FIELDS WITH SOME (2.60 – 1.81) or CONSIDERABLE SURPLUS (1.80 – 1.00) None *Reported as means: 5=Considerable shortage; 1=Considerable surplus

SCHOOL DISTRICTS FIELDS WITH CONSIDERABLE SHORTAGE (5.00 – 4.21) Severe/Profound Disabilities Special Ed. Arabic Visually Impaired Special Education Multicategorical Special Education Italian Russian Physics Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Japanese Chemistry Math American Sign Language Cognitive Disabilities Special Education Chinese Dual Cert (General & Special Education) Learning Disability Special Education Mild/Moderate Disabilities Special Ed. Classical: Greek, Latin Early Childhood Special Education Speech Pathology Bilingual/Multicultural Education Biology Earth/Physical Science General Math and Science German School Psychology Audiology School Nursing

4.68 4.63 4.62 4.57 4.56 4.56 4.56 4.56 4.56 4.52 4.49 4.48 4.47 4.47 4.43 4.43 4.43 4.41 4.36 4.36 4.31 4.29 4.27 4.27 4.26 4.25 4.25 4.24 4.21

FIELDS WITH SOME SHORTAGE (4.20 – 3.41) ESL/ELL (English Language Learner) Speech Education French Occupational Therapy Physical Therapy Other Languages Agriculture Education School Social Work Spanish Reading Diagnostician Family and Consumer Science Middle School Education Computer Science Education Counseling Technology Education Reading Specialist/Interventionist Gifted/Talented Education Music Education Library Science/Media Technology Pre-K Education Intermediate Education Business Education Theatre/Drama Education Art/Visual Education English/Language Arts Education Kindergarten/Primary Education Dance Education High School Administrator Journalism Education Central Office Administrator Middle School Administrator

4.16 4.14 4.13 4.11 4.11 4.08 4.07 4.07 4.06 4.03 4.00 3.99 3.90 3.89 3.87 3.86 3.84 3.78 3.78 3.73 3.72 3.66 3.62 3.61 3.60 3.59 3.56 3.56 3.55 3.55 3.46

BALANCED FIELDS (3.40 – 2.61) Elementary School Administrator Health Education Social Studies Education Physical Education

3.37 3.29 3.07 3.04

FIELDS WITH SOME (2.60 – 1.81) or CONSIDERABLE SURPLUS (1.80 – 1.00) None

6

Math & Science Education

Languages

Educational Fields

Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Balanced (2.61 – 3.40)

Agriculture Education Art/Visual Education Bilingual/Multicultural Education Business Education Computer Science Education Dance Education English/Language Arts Education Family and Consumer Science Health Education Journalism Education Music Education Physical Education Reading Specialist/Interventionist Social Studies Education Speech Education Technology Education Theatre/Drama Education American Sign Language Arabic Chinese Classical: Greek, Latin ESL/ELL (English Language Learner) French German Italian Japanese Russian Spanish Other Languages Math Biology Chemistry Earth/Physical Science General Math and Science Physics

Some surplus (1.81 – 2.60)

Colleges and Universities 3.67 3.43 4.47 3.73 4.05 3.00 3.57 3.95 3.26 3.71 3.34 3.14 3.79 3.04 4.07 4.35 3.24 3.78 3.60 3.81 3.27 4.37 3.53 3.50 3.57 3.45 3.36 4.00 3.33 4.45 4.20 4.36 4.14 4.38 4.44

Considerable surplus (1.00 – 1.80)

School Districts 4.07 3.61 4.29 3.66 3.90 3.56 3.60 4.00 3.29 3.55 3.78 3.04 3.86 3.07 4.14 3.87 3.62 4.47 4.63 4.43 4.36 4.16 4.13 4.25 4.56 4.52 4.56 4.06 4.08 4.48 4.27 4.49 4.27 4.26 4.56

7

Special Education

Adm.

Elem./ Middle

Related Services

Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Balanced (2.61 – 3.40)

Audiology Counseling Gifted/Talented Education Library Science/Media Technology Occupational Therapy Physical Therapy Reading Diagnostician School Nursing School Psychology School Social Work Speech Pathology Pre-K Education Kindergarten/Primary Education Intermediate Education Middle School Education Elementary School Administrator Middle School Administrator High School Administrator Central Office Administrator Multicategorical Special Education Dual Cert (General & Special Education) Early Childhood Special Education Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Learning Disability Special Education Cognitive Disabilities Special Education Mild/Moderate Disabilities Special Ed. Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

Considerable Shortage Some Shortage Balanced Some Surplus Considerable Surplus

Decrease in school district funding Candidates for open positions

Some surplus (1.81 – 2.60)

Considerable surplus (1.00 – 1.80)

Colleges and Universities 4.00 3.90 3.30 3.57 3.43 3.33 3.40 3.79 3.94 3.50 3.84 3.79 3.67 3.86 3.94 3.67 3.73 3.68 3.60 4.82 4.24 4.42 4.80 4.43 4.70 4.77 4.78 4.80 4.60

School Districts 4.24 3.89 3.84 3.78 4.11 4.11 4.03 4.21 4.25 4.07 4.31 3.73 3.59 3.72 3.99 3.37 3.46 3.56 3.55 4.57 4.43 4.36 4.56 4.56 4.43 4.47 4.41 4.68 4.62

Colleges 17 35 12 0 0 Colleges/ Universities 1.14 0.53

Districts 29 31 4 0 0

Agreement 15 63% Agreement 22 3 between groups -

School Districts 1.74 2.69

Reported as means: 3=Big challenge; 2=Moderate challenge; 1=Small challenge; 0=Not a challenge

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Colleges and Universities Enrollment ✓ On average, colleges/universities had a median 250 degree-seeking candidates enrolled at their institutions. ✓ Approximately 22% of those, or a median of 64 per institution, are participating in student teaching programs. ✓ Enrollment in alternative certifications/licenses was less likely to have decreased than enrollment in traditional programs, M.Ed./MAT/5th year, and TESOL. ENROLLMENT Education degree-seeking candidates currently enrolled (median) Students participating in student teaching programs (median) % that are participating in student teaching programs

250 56 22%

Increased Stayed the same Decreased Not offered Traditional 22.7% 36.8% 35.0% 5.5% M.Ed./MAT/5th year added to baccalaureate 19.9% 25.5% 18.0% 36.6% TESOL 12.5% 28.8% 10.6% 48.1% Alternative certifications/licensures 22.3% 20.4% 8.9% 48.4% Doctorates 14.4% 23.1% 6.3% 56.3% Has enrollment for each degree program increased, remained about the same, or decreased in the past year?

Student Success STUDENT SUCCESS IN FINDING POSITIONS Full-time 87% Part-time 13% Approximately, what percentage of your graduates find FULL-TIME/ PART-TIME teaching positions after graduation?

CHALLENGES IN FINDING Big Moderate Small Not a Mean* TEACHING POSITIONS challenge challenge challenge challenge Decreases in funding school districts receive 15.4% 25.0% 17.9% 41.7% 1.14 Districts not hiring or replacing vacancies 4.5% 16.7% 25.0% 53.8% 0.72 Too many candidates for open positions 3.2% 12.7% 17.8% 66.2% 0.53 Candidates not earning multiple credentials 1.3% 12.0% 32.9% 53.8% 0.61 Indicate if it has been a big, moderate, small or not a challenge for qualified candidates graduating from your institution to find teaching positions. *Mean: 3=Big challenge; 2=Moderate challenge; 1=Small challenge; 0=Not a challenge OTHER REASONS FOR DIFFICULTY N % of Responses Unwilling to relocate 21 20.6% Issues pertaining to Covid 16 15.7% Licensure requirement 14 13.7% Low salary 8 7.8% Our candidates are not having difficulty finding jobs 8 7.8% Many candidates apply 7 6.9% Lack of vacancies 6 5.9% Demographics 6 5.9% Opt out after graduation 3 2.9% Grad school/other opportunities 3 2.9% School/Teaching environment 3 2.9% Poor recruitment initiatives 2 2.0% Profession not valued 2 2.0% Timing of vacancies 1 1.0% Teacher shortage in area 1 1.0% Hiring teachers with experience 1 1.0% What other reasons have made it difficult for qualified candidates from your institution to find teaching positions?

9

Support Services Offered to Education Degree-Seeking Students Academic advising Tutoring Academic Support Center Career services Writing assistance Disability services Counseling Field experience support Health and mental wellness Test prep Mentors Student success/retention Licensure support Financial aid Educator student groups Dedicated advisor/supervisor Any assistance needed/Comprehensive support (unspecified) Student teacher assistance Cultural resources Praxis support Supplemental instruction Library resources Professional development Technology Placement services Teaching resource lab Math assistance Internship/Job search preparation Mental health services Scholarships Employer interviews International student services Early alert & support Support for disadvantaged students Speech assistance Minority support

N 61 54 43 38 37 22 21 21 20 20 17 17 16 14 12 11 10 10 10 8 8 8 7 7 6 6 6 5 4 3 3 3 2 2 2 2

% of Responses 11.4% 10.1% 8.0% 7.1% 6.9% 4.1% 3.9% 3.9% 3.7% 3.7% 3.2% 3.2% 3.0% 2.6% 2.2% 2.1% 1.9% 1.9% 1.9% 1.5% 1.5% 1.5% 1.3% 1.3% 1.1% 1.1% 1.1% 0.9% 0.7% 0.6% 0.6% 0.6% 0.4% 0.4% 0.4% 0.4%

Biggest Challenges Faced by First-Year Teachers Classroom management Supportive culture Reality of demands Effective teaching using curriculum Impact of Covid District/School Culture Managing Behaviors Responsibility of challenging classroom Student to professional transition Time management Student assessments Adequate training Parent Teacher communication Theoretical to practical transition Work/Life balance Emotional stability Needs of students Due process of law

N 51 26 23 20 19 10 9 9 8 8 6 6 4 3 3 2 2 1

10 % of Responses 24.3% 12.4% 11.0% 9.5% 9.0% 4.8% 4.3% 4.3% 3.8% 3.8% 2.9% 2.9% 1.9% 1.4% 1.4% 1.0% 1.0% 0.5%

Best Way to Attract High School Students to Study Education in College High school to college Teacher Programs Compensation incentive Inspiration from highly regarded teachers Promote prestige of profession Involvement from Elementary to High School Financial incentive Market teaching as a career Ensure their own K-12 education experience is positive Mentoring programs Communicate positives Attractive options to earn degree Encourage diversity

N 41 35 27 21 21 21 9 8 6 5 4 1

% of Responses 20.6% 17.6% 13.6% 10.6% 10.6% 10.6% 4.5% 4.0% 3.0% 2.5% 2.0% 0.5%

STUDENT LEAVING STATE TO FIND FULL-TIME EMPLOYMENT 2021-22 Academic Year 16.7% Approximately what percentage of your education graduates left your state to find full-time employment for the 2021-22 academic year?

11 WHERE STUDENTS ARE GOING

N

%

North Carolina Texas Florida Illinois California New York Colorado Maryland New Jersey Pennsylvania Virginia Arizona Georgia Wisconsin Tennessee Connecticut Iowa Massachusetts South Carolina Washington Indiana Michigan Minnesota Nevada Hawaii Missouri

38 36 33 33 30 27 25 24 24 21 21 20 19 17 16 15 15 12 12 12 11 11 11 11 10 10

23.3% 22.1% 20.2% 20.2% 18.4% 16.6% 15.3% 14.7% 14.7% 12.9% 12.9% 12.3% 11.7% 10.4% 9.8% 9.2% 9.2% 7.4% 7.4% 7.4% 6.7% 6.7% 6.7% 6.7% 6.1% 6.1%

WHERE STUDENTS ARE GOING

N

%

Oregon Idaho Kansas Utah Alaska Ohio Wyoming Alabama District of Columbia Montana Nebraska North Dakota Oklahoma West Virginia Kentucky New Hampshire Delaware Maine Mississippi New Mexico South Dakota Vermont Arkansas Louisiana Rhode Island

10 9 9 9 8 8 8 7 7 7 7 6 5 5 4 4 3 3 3 3 3 3 2 2 2

6.1% 5.5% 5.5% 5.5% 4.9% 4.9% 4.9% 4.3% 4.3% 4.3% 4.3% 3.7% 3.1% 3.1% 2.5% 2.5% 1.8% 1.8% 1.8% 1.8% 1.8% 1.8% 1.2% 1.2% 1.2%

Question: If some of your graduates leave your state for employment, what states do they tend to move to?

12

Supply and Demand Programs Offered

Math & Science Education

Related Services Elem./ Middle

87 80 64 50 48 42 31 25 24 18 17 13 13 13 11 10 6 68 43 40 25 15 9 9 8 7 6 3 2 91 90 77 63 52 34

Adm.

English/Language Arts Education Social Studies Education Music Education Physical Education Art/Visual Education Reading Specialist/Interventionist Health Education Theatre/Drama Education Bilingual/Multicultural Education Business Education Technology Education Agriculture Education Computer Science Education Family and Consumer Science Speech Education Dance Education Journalism Education Spanish French ESL/ELL (English Language Learner) German Chinese Classical: Greek, Latin Italian Japanese Russian American Sign Language Arabic Other Languages Math Biology Chemistry Physics Earth/Physical Science General Math and Science

Special Education

Languages

Educational Fields

✓ Over three-quarters (75% or more) of institutions offer degree programs in English/Language Arts Education, Social Studies Education, Math, Biology, Chemistry, and Kindergarten/Primary Education. ✓ Over half offer programs in Music Education, Physical Education, Spanish, Physics,Earth/Physical Science, Middle School Education, and Pre-K Education. ✓ Very few institutions (20% or fewer) offer programs listed in red below. ✓ The programs offered least often (less than 10%) were Journalism Education, Classical Languages, Italian, Japanese, Russian, American Sign Language, Arabic, Other Languages, Physical Therapy, Gifted/Talented Education, Occupational Therapy, Audiology, Reading Diagnostician, Cognitive Disabilities Special Education, and Visually Impaired Special Education.

Counseling School Psychology School Social Work Speech Pathology School Nursing Library Science/Media Technology Physical Therapy Gifted/Talented Education Occupational Therapy Audiology Reading Diagnostician Kindergarten/Primary Education Middle School Education Pre-K Education Intermediate Education High School Administrator Elementary School Administrator Middle School Administrator Central Office Administrator Dual Cert (General & Special Education) Mild/Moderate Disabilities Special Ed. Early Childhood Special Education Severe/Profound Disabilities Special Ed. Learning Disability Special Education Multicategorical Special Education Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Cognitive Disabilities Special Education Visually Impaired Special Education

34 22 15 15 11 10 8 7 6 5 4 83 55 53 48 43 42 39 26 35 33 29 17 15 14 10 10 9 6

Question: Which degree or certification programs are offered by your institution? (Reported as percentage)

13

Graduating Students

Related Services

16 14 11 10 7 5

Middle

Biology General Math and Science Math Chemistry Physics Earth/Physical Science

Elem./

17 7 6 6 6 4 3 3 3 2 2 1

Adm.

Languages

ESL/ELL (English Language Learner) Other Languages American Sign Language Italian Spanish Chinese Classical: Greek, Latin French Japanese German Russian Arabic

Reading Diagnostician Speech Pathology Audiology School Psychology Counseling School Social Work Physical Therapy School Nursing Library Science/Media Technology Occupational Therapy Gifted/Talented Education

41 32 31 31 29 25 23 23 22 16 11

Kindergarten/Primary Education Intermediate Education Pre-K Education Middle School Education

57 45 28 20

Elementary School Administrator High School Administrator Middle School Administrator Central Office Administrator

26 25 24 21

Multicategorical Special Education 27 Mild/Moderate Disabilities Special Ed. 25 Dual Cert (General & Special Education) 18 Learning Disability Special Education 16 Cognitive Disabilities Special Education 16 Early Childhood Special Education 13 Severe/Profound Disabilities Special Ed. 13 Hearing Impaired Special Education 10 Visually Impaired Special Education 10 Emotional/Behavioral Disorders Special 9 Ed. Question: Approximately how many students do you expect will graduate from this institution this academic year with each of the degrees below? (Reported as mean number of students per reporting institution)

Special Education

14 14 13 12 11 11 9 9 8 8 7 7 6 6 4 2 1

Educational Fields

Physical Education Reading Specialist/Interventionist Social Studies Education Music Education Bilingual/Multicultural Education English/Language Arts Education Agriculture Education Technology Education Art/Visual Education Family and Consumer Science Dance Education Health Education Speech Education Theatre/Drama Education Business Education Computer Science Education Journalism Education

Math & Science Education

✓ The degrees that will have the most graduates per degree-offering institution this year include Kindergarten/Primary Education and Intermediate Education. ✓ The degrees that will have the lowest number of graduates this year include: Business Education, Computer Science Education, Journalism Education, Chinese, Classical Languages, French, Japanese, German, Russian, Arabic, and Earth/Physical Science.

14

Perceived Supply and Demand (Colleges and Universities)

Math & Science Education

Some shortage (3.41 – 4.20)

Balanced (2.61 – 3.40)

Some surplus (1.81 – 2.60)

Considerable surplus (1.00 – 1.80)

4.47

Audiology

4.00

Technology Education Speech Education

4.35 4.07

School Psychology Counseling

3.94 3.90

Computer Science Education Family and Consumer Science

4.05 3.95

Speech Pathology

3.84

School Nursing

3.79

Reading Specialist/Interventionist

3.79

Library Science/Media Technology

3.57

Business Education

3.73

School Social Work

3.50

Journalism Education

3.71

Occupational Therapy

3.43

Agriculture Education

3.67

English/Language Arts Education

3.57

Reading Diagnostician Physical Therapy

3.40 3.33

Art/Visual Education

3.43

Gifted/Talented Education

3.30

Music Education

3.34

Middle School Education

3.94

Health Education Theatre/Drama Education

3.26 3.24

Intermediate Education

3.86

Physical Education

3.14

Pre-K Education Kindergarten/Primary Education

3.79 3.67

Social Studies Education

3.04

Middle School Administrator

3.73

Dance Education

3.00

High School Administrator

3.68

ESL/ELL (English Language Learner)

4.37

Spanish

4.00

Elementary School Administrator Central Office Administrator

3.67 3.60

Chinese American Sign Language

3.81 3.78

Multicategorical Special Education Emotional/Behavioral Disorders Special Ed.

4.82 4.80

Arabic Italian French German

3.60 3.57 3.53 3.50

Severe/Profound Disabilities Special Ed. Mild/Moderate Disabilities Special Ed. Cognitive Disabilities Special Education

4.80 4.78 4.77

Learning Disability Special Education

4.70

Japanese

3.45

Russian Other Languages Classical: Greek, Latin

3.36 3.33 3.27

Visually Impaired Special Education Hearing Impaired Special Education Early Childhood Special Education Dual Cert (General & Special Education)

4.60 4.43 4.42 4.24

Math

4.45

Physics General Math and Science Chemistry Biology Earth/Physical Science

4.44 4.38 4.36 4.20 4.14

Middle

Adm.

Elem./

Related Services

Bilingual/Multicultural Education

Special Education

Languages

Educational Fields

Considerable shortage (4.21 – 5.00)

Question: Do you think there is a considerable shortage, some shortage, some surplus, or considerable surplus in qualified candidates in each of the following degree programs or do you feel there is just the right balance between qualified applicants and available positions?

15 ✓ No education fields have some or a considerable surplus. ✓ Some shortage exists in therapies, several science and special education fields, School Nursing, and several language fields. ✓ Math, Chemistry, Physics, General Math and Science, ESL/ELL, Technology Education, Bilingual/Multicultural Education, and all special education fields have considerable shortage.

FIELDS WITH CONSIDERABLE SHORTAGE (5.00 – 4.21) Multicategorical Special Education Emotional/Behavioral Disorders Special Ed. Severe/Profound Disabilities Special Ed. Mild/Moderate Disabilities Special Ed. Cognitive Disabilities Special Education Learning Disability Special Education Visually Impaired Special Education Bilingual/Multicultural Education Math Physics Hearing Impaired Special Education Early Childhood Special Education General Math and Science ESL/ELL (English Language Learner) Chemistry Technology Education Dual Cert (General & Special Education) FIELDS WITH SOME SHORTAGE (4.20 – 3.41) Biology Earth/Physical Science Speech Education Computer Science Education Spanish Audiology Family and Consumer Science School Psychology Middle School Education Counseling Intermediate Education Speech Pathology Chinese Reading Specialist/Interventionist School Nursing Pre-K Education American Sign Language Business Education Middle School Administrator Journalism Education High School Administrator Agriculture Education Kindergarten/Primary Education Elementary School Administrator Arabic Central Office Administrator English/Language Arts Education Italian Library Science/Media Technology French German School Social Work Japanese

(Cont.) FIELDS WITH SOME SHORTAGE (4.20 – 3.41) 4.82 4.80 4.80 4.78 4.77 4.70 4.60 4.47 4.45 4.44 4.43 4.42 4.38 4.37 4.36 4.35 4.24

Art/Visual Education Occupational Therapy BALANCED FIELDS (3.40 – 2.61)

Reading Diagnostician Russian Music Education Other Languages Physical Therapy Gifted/Talented Education Classical: Greek, Latin Health Education Theatre/Drama Education Physical Education Social Studies Education Dance Education FIELDS WITH SOME SURPLUS (2.60 – 1.81) None

4.20 4.14 4.07 4.05 4.00 4.00 3.95 3.94 3.94 3.90 3.86 3.84 3.81 3.79 3.79 3.79 3.78 3.73 3.73 3.71 3.68 3.67 3.67 3.67 3.60 3.60 3.57 3.57 3.57 3.53 3.50 3.50 3.45

3.43 3.43

FIELDS WITH CONSIDERABLE SURPLUS (1.80 – 1.00) None

3.40 3.36 3.34 3.33 3.33 3.30 3.27 3.26 3.24 3.14 3.04 3.00

16

Summary by Field *Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Balanced (2.61 – 3.40)

Educational Fields Languages Education

Considerable surplus (1.00 – 1.80)

Bilingual/Multicultural Education

24

Graduating Students (mean) 11

Technology Education Speech Education

17 11

9 6

4.35 4.07

Computer Science Education

13

2

4.05

Family and Consumer Science Reading Specialist/Interventionist Business Education

13 42 18

8 14 4

3.95 3.79 3.73

Journalism Education

6

1

3.71

Agriculture Education

13

9

3.67

English/Language Arts Education

87

11

3.57

Art/Visual Education

48

8

3.43

Music Education Health Education

64 31

12 7

3.34 3.26

Theatre/Drama Education

25

6

3.24

Physical Education

50

14

3.14

Social Studies Education

80

13

3.04

Dance Education

10

7

3.00

ESL/ELL (English Language Learner)

40

17

4.37

Spanish

68

6

4.00

Chinese American Sign Language Arabic Italian French

15 6 3 9 43

4 6 1 6 3

3.81 3.78 3.60 3.57 3.53

German Japanese Russian Other Languages

25 8 7 2

2 3 2 7

3.50 3.45 3.36 3.33

Classical: Greek, Latin

9

3

3.27

Math Physics General Math and Science Chemistry

91 63 34 77

11 7 14 10

4.45 4.44 4.38 4.36

Biology Earth/Physical Science

90 52

16 5

4.20 4.14

% Offering

Math & Science

Some surplus (1.81 – 2.60)

Supply & Demand* 4.47

17

Middle

Special Education

Adm.

Elem./

Related Services

*Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Balanced (2.61 – 3.40)

Some surplus (1.81 – 2.60)

Considerable surplus (1.00 – 1.80)

% Offering

Graduating Students (mean)

Supply & Demand*

Audiology

5

31

4.00

School Psychology Counseling

22 34

31 29

3.94 3.90

Speech Pathology

15

32

3.84

School Nursing

11

23

3.79

Library Science/Media Technology School Social Work Occupational Therapy

10 15 6

22 25 16

3.57 3.50 3.43

Reading Diagnostician

4

41

3.40

Physical Therapy

8

23

3.33

Gifted/Talented Education

7

11

3.30

Middle School Education

55

20

3.94

Intermediate Education

48

45

3.86

Pre-K Education

53

28

3.79

Kindergarten/Primary Education

83

57

3.67

Middle School Administrator High School Administrator

39 43

24 25

3.73 3.68

Elementary School Administrator Central Office Administrator

42 26

26 21

3.67 3.60

Multicategorical Special Education Emotional/Behavioral Disorders Special Ed.

14 10

27 9

4.82 4.80

Severe/Profound Disabilities Special Ed. Mild/Moderate Disabilities Special Ed. Cognitive Disabilities Special Education

17 33 9

13 25 16

4.80 4.78 4.77

Learning Disability Special Education Visually Impaired Special Education Hearing Impaired Special Education Early Childhood Special Education

15 6 10 29

16 10 10 13

4.70 4.60 4.43 4.42

Dual Cert (General & Special Education)

35

18

4.24

18 ✓ The following grid represents the intersection between perceived demand for graduates within each degree program (columns) and the percent of institutions offering each degree program (rows): • The higher a program appears in the grid, the more institutions offer training in it, and therefore the greater the opportunity of a future educator to obtain training in that field.

• The further to the right a program appears in the grid, the higher the demand is for new educators in that field.

• 25 programs are far out of alignment where demand exceeds supply.

•

Programs shown in bold and underlined denote fields that colleges/universities expect relatively large numbers to graduate during the academic year, indicating the potential for higher competition for available openings.

• Programs in cells with no shading are in alignment, balanced between supply and demand (9 of 64 programs). ✓ Prospects for employment are best for future educators in the fields appearing in the light red-shaded cell to the lower-right of the grid, where demand appears stronger than supply. ✓ Fields in cells shaded in red have somewhat better prospects for employment than most. ✓ Prospects for employment are most challenging for those in the green-shaded cell in the upper-left of the grid, where supply exceeds demand.

SUPPLY EXCEEDS DEMAND

Perceived Demand for Graduates (Colleges and Universities) High

Social Studies Education

English/Language Arts Education Math Biology Chemistry Kindergarten/Primary Education

Medium

Medium

Health Education Music Education Physical Education Theatre/Drama Education

Low

Percent of Institutions Offering these Educational Programs

High

Low

Dance Education Classical: Greek, Latin Russian Other Languages Gifted/Talented Education Physical Therapy Reading Diagnostician

Art/Visual Education Bilingual/Multicultural Education Reading Specialist/Interventionist ESL/ELL (English Language Learner) French | German | Spanish Earth/Physical Science General Math and Science | Physics Counseling | School Psychology Pre-K Education | Intermediate Education Middle School Education Elementary School Administrator Middle School Administrator High School Administrator Central Office Administrator Dual Cert (General & Special Education) Early Childhood Special Education Mild/Moderate Disabilities Special Ed. Agriculture Education | Business Education Computer Science Education Family and Consumer Science Journalism Education Speech Education Technology Education American Sign Language Arabic | Chinese | Italian | Japanese Audiology Library Science/Media Technology Occupational Therapy School Nursing | School Social Work Speech Pathology Multicategorical Special Education Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Learning Disability Special Education Cognitive Disabilities Special Education Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

DEMAND EXCEEDS SUPPLY

19

School Districts Teacher Preparation ✓ On average, 21% of the teachers hired in the past year do not have traditional preparation, either being hired with nontraditional preparation or as an emergency hire. Rural (23%) and Urban (26%) districts are more likely to have hired teachers without traditional preparation in the last year. ✓ The lack of traditional candidates and the need to fill positions in specialized or high need areas drives the need to hire teachers without traditional preparation.

Question: Approximately what percentage of the teachers hired in the past year have: Traditional preparation – College/University coursework plus completed licensure; Non-traditional preparation – alternative certification programs, subject matter experts without pedagogy, temporary or provisional certification; Emergency hires – without licensure or background in teaching? (Reported as percentage) TEACHER PREPARATION/MAKEUP Traditional preparation Non-traditional preparation Emergency hires URBAN STATUS Traditional preparation Non-traditional preparation Emergency hires SCHOOL SIZE 2,500 or (NUMBER OF STUDENTS) fewer Traditional preparation 78% Non-traditional preparation 16% Emergency hires 6%

2,501 to 5,000 82% 14% 4%

Urban Suburban Rural 74% 85% 78% 21% 12% 16% 5% 3% 7% 5,001 to 10,001 to More than 10,000 20,000 20,000 84% 79% 78% 11% 16% 19% 5% 5% 3%

Reasons for Hiring Teachers without Traditional Preparation Lack of traditional candidates who apply Must hire for difficult-to-fill positions in certain subject areas Strong knowledge/Diverse experience is focus rather than pedagogy Goal is to hire the best candidate for the job Need to fill position at present time Hirees agree to earn desired certification if employed Challenges related to COVID

N 188 26 17 12 11 8 3

79% 15% 6% ALL 79% 15% 6% ALL

79% 15% 6%

% of Responses 70.9% 9.8% 6.4% 4.5% 4.2% 3.0% 1.1%

20

Teacher Makeup Question: Approximately how many: •

Full-time teaching positions exist in your district?

• •

Full-time teaching positions are currently vacant?

Full-time teachers do you expect to lose this year (retirement, attrition, dismissal, etc.)?

•

Full-time teachers does your district plan to hire for the next academic year (2022-23) to REPLACE those who leave?

•

Full-time teachers does your district plan to hire for the next academic year (2022-23) for NEW positions?

(Reported as mean number of teachers/positions) TEACHER MAKEUP Full-time positions Full-time vacancies Expect to lose Replacement hires New position hires Net change in teachers URBAN STATUS Full-time positions Full-time vacancies Expect to lose Replacement hires New positions Net change in teachers SCHOOL SIZE (NUMBER OF STUDENTS) Full-time positions Full-time vacancies Expect to lose Replacement hires New positions Net change in teachers

2,500 or fewer 68 1 4 4 1 +1

2,501 to 5,000 283 6 17 18 8 +9

Urban 1315 35 88 99 24 +35 5,001 to 10,000 521 8 33 35 6 +8

Suburban 1047 16 94 90 26 +22 10,001 to 20,000 1107 20 98 88 20 +10

Rural 147 2 6 7 3 +4 More than 20,000 3982 78 304 310 92 +98

553 11 41 42 11 +12 ALL 553 11 41 42 11 +12 ALL

553 11 41 42 11 +12

Question: Approximately what percentage of teachers hired in the past year would be considered teachers of color?

TEACHERS OF COLOR HIRED Average percentage of teachers hired in the past year URBAN STATUS Average percentage of teachers hired in the past year SCHOOL SIZE 2,500 or 2,501 to (NUMBER OF STUDENTS) fewer 5,000 Average percentage of 6% 24% teachers hired in past year

Urban 24% 5,001 to 10,000

Suburban 17% 10,001 to 20,000

Rural 5% More than 20,000

14%

15%

26%

11% ALL 11% ALL

11%

21

Hiring Challenges Question: For each of the following issues, please indicate if it has been a big challenge, a moderate challenge, a small challenge, or not a challenge at all finding qualified candidates for open teaching positions.

HIRING CHALLENGES Big Moderate Small Not a challenge challenge challenge challenge Decreases in the funding your district receives 32.9% 29.6% 16.2% 21.3% Having enough candidates for open positions 77.6% 15.9% 4.6% 1.9% Recruiting teachers of color 61.6% 20.0% 8.5% 9.9% URBAN STATUS Urban Suburban Rural ALL Decreases in the funding your district receives 1.54 1.47 1.92 1.74 Having enough candidates for open positions 2.77 2.67 2.69 2.69 Recruiting teachers of color 2.36 2.48 2.28 2.33 2,500 or 2,501 to 5,001 to 10,001 to More than SCHOOL SIZE (NUMBER OF STUDENTS) ALL fewer 5,000 10,000 20,000 20,000 Decreases in the funding your district receives 1.81 1.50 1.79 1.71 1.58 1.74 Having enough candidates for open positions 2.67 2.75 2.76 2.59 2.78 2.69 Recruiting teachers of color 2.22 2.42 2.64 2.59 2.67 2.33 Reported as means: 3=Big challenge; 2=Moderate challenge; 1=Small challenge; 0=Not a challenge Other Reasons for Difficulty in Hiring Teachers Low salary/benefits Undesired location/demographics Shortage of teachers Lacks certification Profession not valued Demanding workload Challenges related to Covid Complex licensure requirements Competition among districts Housing Lack of quality candidates Timing of vacancies Seeking diversity with candidates Lack of experience

N 111 92 66 40 38 36 35 31 21 20 16 10 8 3

% of Responses 21.1% 17.5% 12.5% 7.6% 7.2% 6.8% 6.6% 5.9% 4.0% 3.8% 3.0% 1.9% 1.5% 0.6%

22

Anticipated Hiring in 2022-23 Compared to 2021-22 Expect to hire more teachers Expect to hire fewer teachers

N 188 184

% of Responses 50.5% 49.5%

Major Reasons for Hiring More Planning on filling vacancies Resignations Retirement Increased enrollment New programs Foresee filling in learning gaps due to COVID Creating new positions Many leaving profession due to COVID Expansion of school district Budget increase Major Reasons for Hiring Fewer Fewer/No new positions Steady/Decreased enrollment Budget restraints Fewer resignations Fewer retirements Lack of qualified teachers Attrition Covid related challenges No new programs

N 44 30 26 22 15 11 7 4 3 2 N 63 34 18 17 15 8 6 3 2

% of Responses 26.8% 18.3% 15.9% 13.4% 9.1% 6.7% 4.3% 2.4% 1.8% 1.2% % of Responses 38.0% 20.5% 10.8% 10.2% 9.0% 4.8% 3.6% 1.8% 1.2%

Biggest Challenges Faced by First-Year Teachers Classroom management Effective teaching using curriculum Reality of demands Supportive culture Time management Managing Behaviors District/School Culture Student to professional transition Parent Teacher communication Theoretical to practical transition Emotional stability Teaching changes due to COVID Needs of students Work/Life balance Adequate training Student assessments

N 117 78 54 40 38 34 28 21 21 21 20 18 14 10 3 2

% of Responses 22.5% 15.0% 10.4% 7.7% 7.3% 6.6% 5.4% 4.0% 4.0% 4.0% 3.9% 3.5% 2.7% 1.9% 0.6% 0.4%

Best Way to Attract High School Students to Study Education in College Compensation incentive High school to college Teacher Programs Conversations with teachers who lead by example Involvement from Elementary to High School Ensure their own K-12 educational experience is positive Teaching as an honorable profession Specifics on teaching licensure in high demand Assured placement Alternative education programs Mentoring programs Identify and develop students interested in teaching

N 96 76 69 57 31 23 13 11 9 8 2

23 % of Responses 24.3% 19.2% 17.5% 14.4% 7.8% 5.8% 3.3% 2.8% 2.3% 2.0% 0.5%

Best Way to Attract Teachers of Color Benefit and financial incentives Promote diversity and inclusion Supportive atmosphere Market the teaching career Recruitment Recruit at HBCUs Relatable demographics Grow Your Own programs Go to middle/high schools/colleges to inspire Be present in community Relationships with teachers/students Available housing in area

N 59 49 42 39 31 22 21 20 15 12 7 2

% of Responses 18.5% 15.4% 13.2% 12.2% 9.7% 6.9% 6.6% 6.3% 4.7% 3.8% 2.2% 0.6%

24

Perceived Supply and Demand (School Districts) ✓ School districts reported considerable shortages of qualified applicants in the following areas: Bilingual/Multicultural Education, Arabic, Italian, Russian, Japanese, American Sign Language, Chinese, Classical, German, Physics, Chemistry, Math, Biology, Earth/Physical Science, General Math and Science, Speech Pathology, School Psychology, Audiology, School Nursing, and all areas of Special Education. ✓ No areas show a surplus of qualified candidates according to the averages of school district ratings.

Math/Science Education

Related Services

4.29 4.14 4.07 4.00 3.90 3.87 3.86 3.78 3.66 3.62 3.61 3.60 3.56 3.55 3.29 3.07 3.04 4.63 4.56 4.56 4.52 4.47 4.43 4.36 4.25 4.16 4.13 4.08 4.06 4.56 4.49 4.48 4.27 4.27 4.26

Elem./ Middle

Bilingual/Multicultural Education Speech Education Agriculture Education Family and Consumer Science Computer Science Education Technology Education Reading Specialist/Interventionist Music Education Business Education Theatre/Drama Education Art/Visual Education English/Language Arts Education Dance Education Journalism Education Health Education Social Studies Education Physical Education Arabic Italian Russian Japanese American Sign Language Chinese Classical: Greek, Latin German ESL/ELL (English Language Learner) French Other Languages Spanish Physics Chemistry Math Biology Earth/Physical Science General Math and Science

Balanced (2.61 – 3.40)

Adm.

Some shortage (3.41 – 4.20)

Special Education

Languages

Educational Fields

Considerable shortage (4.21 – 5.00)

Some surplus (1.81 – 2.60)

Considerable surplus (1.00 – 1.80)

Speech Pathology School Psychology Audiology School Nursing Occupational Therapy Physical Therapy School Social Work Reading Diagnostician Counseling Gifted/Talented Education Library Science/Media Technology Middle School Education Pre-K Education Intermediate Education Kindergarten/Primary Education High School Administrator Central Office Administrator Middle School Administrator Elementary School Administrator Severe/Profound Disabilities Special Ed. Visually Impaired Special Education Multicategorical Special Education Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Cognitive Disabilities Special Education Dual Cert (General & Special Education) Learning Disability Special Education Mild/Moderate Disabilities Special Ed. Early Childhood Special Education

4.31 4.25 4.24 4.21 4.11 4.11 4.07 4.03 3.89 3.84 3.78 3.99 3.73 3.72 3.59 3.56 3.55 3.46 3.37 4.68 4.62 4.57 4.56 4.56 4.47 4.43 4.43 4.41 4.36

FIELDS WITH CONSIDERABLE SHORTAGE (5.00 – 4.21) Severe/Profound Disabilities Special Ed. Arabic Visually Impaired Special Education Multicategorical Special Education Italian Russian Physics Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Japanese Chemistry Math American Sign Language Cognitive Disabilities Special Education Chinese Dual Cert (General & Special Education) Learning Disability Special Education Mild/Moderate Disabilities Special Ed. Classical: Greek, Latin Early Childhood Special Education Speech Pathology Bilingual/Multicultural Education Biology Earth/Physical Science General Math and Science German School Psychology Audiology School Nursing

4.68 4.63 4.62 4.57 4.56 4.56 4.56 4.56 4.56 4.52 4.49 4.48 4.47 4.47 4.43 4.43 4.43 4.41 4.36 4.36 4.31 4.29 4.27 4.27 4.26 4.25 4.25 4.24 4.21

FIELDS WITH SOME SHORTAGE (4.20 – 3.41) ESL/ELL (English Language Learner) Speech Education French Occupational Therapy Physical Therapy Other Languages Agriculture Education School Social Work Spanish Reading Diagnostician Family and Consumer Science Middle School Education Computer Science Education Counseling Technology Education Reading Specialist/Interventionist Gifted/Talented Education Music Education Library Science/Media Technology Pre-K Education Intermediate Education

4.16 4.14 4.13 4.11 4.11 4.08 4.07 4.07 4.06 4.03 4.00 3.99 3.90 3.89 3.87 3.86 3.84 3.78 3.78 3.73 3.72

25 (CONT.) FIELDS WITH SOME SHORTAGE (4.20 – 3.41) Business Education 3.66 Theatre/Drama Education 3.62 Art/Visual Education 3.61 English/Language Arts Education 3.60 Kindergarten/Primary Education 3.59 Dance Education 3.56 High School Administrator 3.56 Journalism Education 3.55 Central Office Administrator 3.55 Middle School Administrator 3.46 BALANCED FIELDS (3.40 – 2.61) Elementary School Administrator Health Education Social Studies Education Physical Education

3.37 3.29 3.07 3.04

FIELDS WITH SOME SURPLUS (2.60 – 1.81) None FIELDS WITH CONSIDERABLE SURPLUS 1.80 – 1.00) None

26 The following grid represents the intersection between perceived demand for TEACHERS within each degree program (columns) AS REPORTED BY SCHOOL DISTRICTS and the percent of institutions offering each degree program (rows): • • • •

The higher a program appears in the grid, the more institutions offer training in it, and therefore the greater the opportunity for future educators to obtain training in those fields in order to meet demand.

The further to the right, the higher the demand (as reported by school districts) is for new educators in that field.

32 programs are far out of alignment where supply either greatly exceeds demand or demand exceeds supply.

Programs shown in bold and underlined text denote fields that Colleges/Universities expect relatively large numbers to graduate during the academic year, indicating the potential for larger supply for those fields.

SUPPLY EXCEEDS DEMAND

Perceived Demand for Graduates (School Districts)

Medium Low

Percent of Institutions Offering these Educational Programs

High

Low

Medium

High

Social Studies Education

English/Language Arts Education Math Biology Chemistry Kindergarten/Primary Education

Health Education Physical Education Elementary School Administrator

Art/Visual Education Bilingual/Multicultural Education Music Education Reading Specialist/Interventionist Theatre/Drama Education ESL/ELL (English Language Learner) French | German | Spanish Earth/Physical Science General Math and Science | Physics Counseling | School Psychology Pre-K Education | Intermediate Education Middle School Education Middle School Administrator High School Administrator Central Office Administrator Dual Cert (General & Special Education) Early Childhood Special Education Mild/Moderate Disabilities Special Ed. Agriculture Education | Business Education Computer Science Education Dance Education Family and Consumer Science Journalism Education | Speech Education Technology Education American Sign Language Arabic | Chinese Classical: Greek, Latin Italian | Japanese | Russian Other Languages Audiology | Gifted/Talented Education Library Science/Media Technology Occupational Therapy | Physical Therapy Reading Diagnostician School Nursing | School Social Work Speech Pathology Multicategorical Special Education Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Learning Disability Special Education Cognitive Disabilities Special Education Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

DEMAND EXCEEDS SUPPLY

27

Appendix: Perceived Supply and Demand by Region School Districts Some shortage (3.41 – 4.20)

Agriculture Education Art/Visual Education Bilingual/Multicultural Education Business Education Computer Science Education Dance Education English/Language Arts Education Family and Consumer Science Health Education Journalism Education Music Education Physical Education Reading Specialist/Interventionist Social Studies Education Speech Education Technology Education Theatre/Drama Education American Sign Language Arabic Chinese Classical: Greek, Latin ESL/ELL (English Language Learner) French German Italian Japanese Russian Spanish Other Languages Math Biology Chemistry Earth/Physical Science General Math and Science Physics

Math & Science Education

Languages

Educational Fields

Considerable shortage (4.21 – 5.00)

Code 1 2 3 4 5

1 3.89 3.23 4.14 3.43 3.70 3.38 3.28 3.55 3.17 3.38 3.81 3.00 3.52 2.96 3.82 3.70 3.35 4.09 5.00 5.00 3.50 4.23 3.40 4.00 4.00 4.00 4.50 3.86 4.00 4.12 3.92 3.96 3.80 3.84 4.08

Region Northwest West Rocky Mountain Great Plains/Midwest South Central

Balanced (2.61 – 3.40) 2 3.75 3.46 4.04 3.34 3.82 3.25 3.52 3.57 3.22 3.36 3.83 2.98 3.77 2.97 4.22 3.86 3.49 4.32 4.44 4.23 4.27 3.82 4.00 4.19 4.50 4.30 4.50 3.60 4.06 4.58 4.19 4.35 4.23 4.30 4.44

3 4.13 3.81 4.22 3.94 3.97 4.13 3.64 4.29 3.53 3.80 3.90 3.18 3.95 3.05 4.31 3.95 3.93 4.63 4.75 4.73 4.70 4.31 4.21 4.29 4.56 4.78 4.75 4.00 4.15 4.66 4.38 4.54 4.35 4.48 4.66

Code 6 7 8 9 10

4 4.19 3.88 4.45 3.87 4.02 3.71 3.89 4.33 3.48 3.74 4.05 3.08 3.97 3.31 4.14 3.82 3.76 4.75 4.91 4.64 4.69 4.47 4.43 4.36 4.90 4.73 4.73 4.42 4.25 4.64 4.51 4.77 4.53 4.39 4.82

Some surplus (1.81 – 2.60) 5 3.76 3.61 4.44 3.37 3.81 3.09 4.05 3.68 2.87 3.53 3.89 2.85 3.89 3.35 3.78 3.68 3.57 4.38 4.20 4.20 4.00 4.24 3.78 3.83 4.33 4.00 4.00 4.25 3.67 4.55 4.45 4.45 4.40 4.45 4.53

Region Southeast Great Lakes Middle Atlantic Northeast Alaska

6 3.77 3.46 4.23 3.38 3.62 3.42 3.84 3.69 2.97 3.43 3.33 2.97 3.94 3.06 4.24 3.77 3.56 4.25 4.80 3.89 4.36 4.03 3.96 4.00 4.50 4.75 4.40 4.15 4.00 4.65 4.26 4.54 4.37 4.47 4.53

7 4.45 3.70 4.38 3.86 4.03 3.85 3.24 4.00 3.35 3.33 3.79 3.25 3.83 2.94 4.15 3.95 3.53 4.29 4.36 4.50 4.18 4.13 4.53 4.64 4.57 4.50 4.50 4.03 4.00 4.18 4.02 4.33 4.02 4.00 4.38

Considerable surplus (1.00 – 1.80) 8 4.58 3.50 4.58 3.81 4.04 4.22 3.31 4.27 3.19 3.83 3.52 2.89 3.93 2.82 4.13 4.14 3.80 4.75 4.71 4.75 4.80 4.46 4.41 4.30 4.50 4.67 4.80 4.34 4.50 4.25 4.32 4.80 4.20 4.07 4.79

“N/R” indicates that no responses were collected in the subject area.

9 4.00 3.00 3.75 3.00 3.88 3.00 3.00 3.57 3.13 2.75 2.67 3.00 3.38 2.75 3.75 3.75 3.43 4.60 5.00 4.00 3.33 3.71 2.50 4.00 4.00 4.00 4.00 3.00 3.50 3.75 3.75 3.88 3.75 3.63 4.00

10 N/A 3.00 4.00 3.00 3.00 3.00 3.50 4.50 3.00 4.00 3.50 2.00 4.00 3.50 5.00 4.50 N/A 5.00 N/A 5.00 5.00 3.00 5.00 5.00 5.00 N/A 5.00 5.00 4.50 4.50 4.50 4.50 4.00 4.00 5.00

Total 4.07 3.61 4.29 3.66 3.90 3.56 3.60 4.00 3.29 3.55 3.78 3.04 3.86 3.07 4.14 3.87 3.62 4.47 4.63 4.43 4.36 4.16 4.13 4.25 4.56 4.52 4.56 4.06 4.08 4.48 4.27 4.49 4.27 4.26 4.56

28

Special Education

Adm.

Elem./ Middle

Related Services

Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Considerable surplus (1.00 – 1.80)

Some surplus (1.81 – 2.60)

1 3.93 4.16 3.53 3.55 4.14 4.19 3.57 4.05 4.24 4.29 4.19 3.71 3.57 3.48 3.74 3.42 3.48 3.72 3.64 4.47 4.29 4.24 4.41 4.33 4.32 4.52 4.35 4.70 4.53

2 4.03 3.70 3.83 3.63 4.00 4.07 4.07 4.31 4.19 4.13 4.30 3.62 3.62 3.72 3.94 3.25 3.40 3.51 3.39 4.72 4.55 4.24 4.58 4.50 4.36 4.54 4.43 4.73 4.58

3 4.50 4.18 4.24 4.03 4.46 4.42 4.31 4.31 4.41 4.38 4.43 3.84 3.66 3.78 4.05 3.51 3.51 3.58 3.68 4.72 4.64 4.63 4.74 4.78 4.67 4.69 4.58 4.89 4.85

Region Northwest West Rocky Mountain Great Plains/Midwest South Central

Code 6 7 8 9 10

Region Southeast Great Lakes Middle Atlantic Northeast Alaska

Audiology Counseling Gifted/Talented Education Library Science/Media Technology Occupational Therapy Physical Therapy Reading Diagnostician School Nursing School Psychology School Social Work Speech Pathology Pre-K Education Kindergarten/Primary Education Intermediate Education Middle School Education Elementary School Administrator Middle School Administrator High School Administrator Central Office Administrator Multicategorical Special Education Dual Cert (General & Special Education) Early Childhood Special Education Sp. Ed. Emotional/Behavioral Disorders Sp. Ed. Hearing Impaired Special Education Learning Disabilities Special Education Cognitive Disabilities Special Education Mild/Moderate Disabilities Special Ed. Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

Code 1 2 3 4 5

Balanced (2.61 – 3.40) 4 4.50 4.05 4.05 3.89 4.31 4.19 4.10 4.06 4.34 4.06 4.39 3.78 3.65 3.80 4.08 3.47 3.63 3.78 3.77 4.54 4.47 4.43 4.68 4.58 4.49 4.50 4.49 4.67 4.64

5 3.80 3.84 3.55 3.79 3.94 3.94 4.11 3.80 3.92 3.77 4.00 3.95 3.95 4.05 4.11 3.42 3.37 3.50 3.30 4.75 4.42 4.61 4.75 4.40 4.44 4.47 4.53 4.68 4.46

6 4.05 3.83 3.66 3.53 4.03 4.13 3.72 4.43 4.13 3.97 4.49 3.89 3.83 4.09 4.27 3.17 3.29 3.29 3.12 4.56 4.41 4.50 4.54 4.56 4.57 4.50 4.49 4.65 4.53

7 4.35 3.92 3.83 3.71 4.03 4.03 4.18 4.28 4.43 4.18 4.30 3.62 3.34 3.48 3.85 3.64 3.58 3.52 3.77 4.51 4.27 4.25 4.54 4.61 4.42 4.44 4.37 4.70 4.69

8 4.36 3.38 3.39 4.04 3.87 3.91 3.81 4.43 4.14 3.62 4.26 3.68 3.30 3.37 3.92 2.96 3.16 3.36 3.48 4.50 4.31 4.22 4.28 4.58 4.28 4.25 4.19 4.48 4.65

“N/R” indicates that no responses were collected in the subject area.

9 4.25 3.00 3.17 3.63 3.25 3.25 3.50 3.00 3.67 3.50 3.63 3.38 2.88 3.14 3.50 3.13 3.13 3.38 3.38 3.57 4.00 3.50 3.75 4.40 3.38 3.38 3.25 3.88 4.50

10 N/A 5.00 5.00 4.00 4.50 4.50 5.00 5.00 5.00 5.00 4.00 3.00 4.00 4.50 4.00 3.50 3.50 3.50 3.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 5.00 3.00

Total 4.24 3.89 3.84 3.78 4.11 4.11 4.03 4.21 4.25 4.07 4.31 3.73 3.59 3.72 3.99 3.37 3.46 3.56 3.55 4.57 4.43 4.36 4.56 4.56 4.43 4.47 4.41 4.68 4.62

29

Appendix: Year-to-Year Comparison Colleges and Universities PROGRAM ENROLLMENT 2021- 2020- 2019- 201822 21 20 19

2017201618 17 22.7% 30.4% 22.0% 21.3% Increased 26.4% 18.7% 36.8% 39.9% 40.5% 30.6% Stayed the same 32.6% 31.6% TRADITIONAL 35.0% 23.8% 32.5% 39.3% Decreased 28.5% 41.2% 5.5% 6.0% 5.0% Not offered 8.7% 12.4% 8.6% Increased 19.9% 24.1% 16.1% 23.1% 24.1% 18.6% 25.5% 27.7% 28.1% 24.2% Stayed the same 22.5% 19.1% M.ED./MAT/5TH YEAR 18.0% 14.5% 17.6% 15.9% ADDED TO BACCALAUREATE Decreased 15.2% 16.9% 36.6% 33.7% 38.2% 36.8% Not offered 38.2% 45.4% Increased 12.5% 11.5% 10.2% 7.8% 13.1% 12.0% 28.8% 25.5% 21.4% 22.8% Stayed the same 22.5% 26.6% TESOL 10.6% 15.2% 10.7% 13.3% 13.1% 8.2% Decreased 48.1% 47.9% 57.7% 56.1% 51.3% 53.3% Not offered Increased 22.3% 24.8% 19.4% 22.0% 18.1% 12.0% 20.4% 20.6% 16.8% 15.3% 24.4% 23.0% Stayed the same ALTERNATIVE 8.9% 4.2% 8.2% 10.2% 7.8% 8.7% CERTIFICATIONS/LICENSURES Decreased 48.4% 50.3% 55.6% 52.5% 49.7% 56.3% Not offered Increased 14.4% 10.8% 11.3% 10.0% 11.5% 8.4% 23.1% 23.4% 21.5% 20.0% 19.3% 19.7% Stayed the same DOCTORATES 6.3% 6.6% 5.6% 4.4% 8.3% 4.5% Decreased 56.3% 59.3% 61.5% 65.6% 60.9% 67.4% Not offered Has enrollment for each degree program increased, remained about the same, or decreased in the past year?

STUDENT SUCCESS IN FINDING POSITIONS 2021-22 2020-21 2019-20 2018-19 2017-18 2016-17 87% 86% 85% 81% Full-time 73% 79% 13% 10% 12% 13% Part-time 15% 15% Approximately, what percentage of your graduates find FT/ PT teaching positions after graduation?

Decreases in the funding of school districts receive Big challenge Moderate challenge Small challenge Not a challenge Mean (3=Big Challenge; 0=Not a challenge) Too many candidates for open positions Big challenge Moderate challenge Small challenge Not a challenge Mean (3=Big Challenge; 0=Not a challenge)

2021-22 15.4% 25.0% 17.9% 41.7% 1.14 2021-22 3.2% 12.7% 17.8% 66.2% 0.53

CHALLENGES IN FINDING TEACHING POSITIONS 2020-21 2019-20 2018-19 2017-18 2016-17 21.8% 22.4% 22.1% 31.5% 22.2% 34.6% 33.2% 32.6% 30.9% 30.1% 21.2% 22.4% 26.2% 18.5% 26.1% 22.4% 21.9% 19.2% 19.1% 21.6% 1.56 1.56 1.58 1.75 1.53 2020-21 2019-20 2018-19 2017-18 2016-17 10.8% 8.2% 8.6% 8.9% 13.0% 23.4% 19.6% 19.5% 24.4% 29.4% 25.3% 24.7% 32.2% 28.3% 29.4% 40.5% 47.4% 39.7% 38.3% 28.2% 1.04 0.89 0.97 1.04 1.27

201516

201415

12.4% 34.9% 40.9% 11.8% 16.7% 26.9% 18.3% 38.2% 14.8% 17.5% 8.7% 59.0% 13.7% 27.5% 8.2% 50.5% 10.6% 19.0% 5.6% 64.8%

12.5% 38.2% 40.8% 8.6% 14.9% 28.4% 24.3% 32.4% 18.0% 26.7% 8.7% 46.7% 12.6% 23.8% 5.3% 58.3% 8.0% 26.0% 2.7% 63.3%

2015-16 76% 15%

2015-16 34.1% 34.1% 16.8% 15.1% 1.87 2015-16 21.8% 23.5% 29.6% 25.1% 1.42

2014-15 70% 19%

2014-15 33.1% 35.8% 18.9% 12.2% 1.90 2014-15 26.0% 46.0% 20.0% 8.0% 1.90

30

Supply and Demand Program offering: Please select which degree or certification programs below are offered by your institution.

(Reported as percentage of answering institutions)

Educational Fields

202021 88 86 68 54 54 44 33 28 19 17 9 20 14 10 12 11 8

PROGRAM OFFERINGS 20192018201720 19 18 85 85 80 81 82 76 64 62 59 44 54 49 52 50 49 39 39 41 30 32 35 21 28 30 21 26 26 17 20 25 11 18 24 20 23 23 14 17 19 7 10 19 13 11 15 10 10 14 6 8 13

Spanish French ESL/ELL (English Language Learner) German Chinese Japanese Classical: Greek, Latin Italian American Sign Language Russian Arabic Other Languages

68 43 40 25 15 8 9 9 6 7 3 2

68 46 41 28 15 11 14 11 8 8 4 4

Math Biology Chemistry Physics General Math and Science Earth/Physical Science

91 90 77 63 34 52

95 95 85 61 35 47

Math & Science Education

English/Language Arts Education Social Studies Education Music Education Art/Visual Education Physical Education Reading Specialist/Interventionist Health Education Theatre/Drama Education Business Education Technology Education Speech Education Bilingual/Multicultural Education Family and Consumer Science Computer Science Education Agriculture Education Dance Education Journalism Education

2021222 87 80 64 48 50 42 31 25 18 17 11 24 13 13 13 10 6

Languages

Graduating Students: Approximately how many students do you expect will graduate from this institution this academic year with each of the degrees below? (Reported as mean number of students per reporting institution) 201617 81 83 62 47 46 38 32 24 22 25 18 19 14 14 14 9 11

202122 11 13 12 8 14 14 7 6 4 9 6 11 8 2 9 7 1

GRADUATING STUDENTS 202020192018201721 20 19 18 10 10 11 15 11 11 12 13 11 10 11 12 7 6 7 8 16 13 11 12 11 11 11 12 15 11 12 13 3 3 11 6 19 7 7 5 29 12 11 20 17 7 10 21 18 16 12 19 22 13 9 12 28 1 12 18 16 13 11 13 7 3 4 10 2 2 2 16

60 40 35 25 11 10 10 9 8 4 3 3

70 71 71 49 50 47 41 35 39 31 33 39 14 20 14 10 13 12 11 13 14 Not Included in Survey Not Included in Survey Not Included in Survey Not Included in Survey 10 17 9

6 3 17 2 4 3 3 6 6 2 1 7

7 2 16 3 3 2 2 3 8 3 5 7

6 2 12 2 3 3 1 3 11 0 2 3

4 10 7 1 16 3 12 4 14 1 4 3 2 5 5 1 4 6 3 5 3 Not Included in Survey Not Included in Survey Not Included in Survey Not Included in Survey 9 13 4

90 84 71 56 35 42

91 88 78 61 40 52

11 16 10 7 14 5

11 22 8 4 27 8

9 11 4 4 9 5

9 9 4 3 7 4

87 83 76 61 51 47

89 88 75 65 48 50

12 13 10 8 12 9

201617 12 12 11 8 12 13 11 4 7 10 17 17 9 9 10 6 4

9 12 7 4 10 8

Related Services

Counseling School Psychology Speech Pathology Physical Therapy School Social Work School Nursing Library Science/Media Technology Audiology Occupational Therapy Gifted/Talented Education Reading Diagnostician

202122 34 22 15 8 15 11 10 5 6 7 4

202021 38 25 19 12 17 10 7 6 12 12 5

PROGRAM OFFERINGS 20192018201720 19 18 35 42 40 20 25 29 17 17 26 9 10 19 12 10 18 9 10 17 11 13 13 6 7 12 8 8 12 10 12 11 5 4 6

201617 40 22 23 11 13 16 12 7 8 9 5

202122 29 31 32 23 25 23 22 31 16 11 41

202021 21 20 26 40 27 27 30 6 31 7 10

Elem./ Middle

Kindergarten/Primary Education Middle School Education Pre-K Education Intermediate Education

83 55 53 48

82 57 47 47

80 52 51 46

83 65 55 53

70 54 46 40

79 64 57 50

57 20 28 45

56 28 31 50

40 15 18 30

29 17 19 26

30 20 25 30

Adm.

Elementary School Administrator High School Administrator Middle School Administrator Central Office Administrator

42 43 55 26

43 43 37 30

35 38 32 21

42 41 39 23

36 36 35 35 31 34 Not Included

26 25 24 21

12 12 12 15

9 11 8 8

16 13 13 12

15 15 14 14 12 14 Not Included

Special Education

31

Dual Cert (General & Special Education) Early Childhood Special Education Multicategorical Special Education Mild/Moderate Disabilities Special Ed. Learning Disability Special Education Severe/Profound Disabilities Special Ed. Emotional/Behavioral Disorders Sp. Ed. Hearing Impaired Special Education Cognitive Disabilities Special Education Visually Impaired Special Education

35 29 14 33 15 17 10 10 9 6

38 33 23 28 11 14 11 8 5 6

30 23 25 24 7 11 10 7 3 6

40 28 28 22 9 11 7 4 6 5

31 31 20 18 11 10 8 8 7 5

18 13 27 25 16 13 9 10 16 10

25 18 18 13 27 10 17 9 3 10

17 19 12 14 19 9 16 8 7 13

17 21 17 16 15 11 10 7 14 5

26 22 24 12 11 12 7 11 14 9

39 34 22 25 13 14 8 8 8 5

GRADUATING STUDENTS 20192018201720 19 18 17 19 19 13 15 17 30 21 27 24 25 33 16 25 21 50 27 21 28 10 18 18 8 10 19 20 20 7 10 8 9 17 7

201617 22 14 22 26 34 27 16 11 31 7 13 46 21 28 28

36 19 23 21 31 13 25 5 16 0

32

Math & Science Education

Languages

Educational Fields

Perceived Demand & Institutions Offering (Colleges and Universities) High-Low (H-L) Supply exceeds Demand High Supply & Low Demand Medium-Low (M-L) Supply exceeds Demand Medium Supply & Low Demand Low-Low (L-L) Alignment Low Supply & Low Demand

High-Medium (H-M) Supply exceeds Demand High Supply & Medium Demand Medium-Medium (M-M) Alignment Medium Supply & Medium Demand Low-Medium (L-M) Demand exceeds Supply Low Supply and Medium Demand

High-High (H-H) Alignment High Supply & High Demand Medium-High (M-H) Demand exceeds Supply Medium Supply & High Demand Low-High (L-H) Demand exceeds Supply Low Supply & High Demand

Agriculture Education Art/Visual Education Bilingual/Multicultural Education Business Education Computer Science Education Dance Education English/Language Arts Education Family and Consumer Science Health Education Journalism Education Music Education Physical Education Reading Specialist/Interventionist Social Studies Education Speech Education Technology Education Theatre/Drama Education American Sign Language Arabic Chinese Classical ESL/ELL (English Language Learner) French German Italian Japanese Russian Spanish Other Languages Math Biology Chemistry Earth/Physical Science General Math and Science Physics

202122 L-H M-H M-H L-H L-H L-M H-H L-H M-M L-H M-M M-M M-H H-M L-H L-H M-M L-H L-H L-H L-M M-H M-H M-H L-H L-H L-M M-H L-M H-H H-H H-H M-H M-H M-H

2016- 2015- 201417 16 15 L-H L-H L-H M-M M-L M-L L-H M-H M-H M-M M-M M-L L-H L-H L-M L-M L-L L-L H-M H-L H-L L-H L-H L-M M-M M-L M-L L-M L-M L-L M-M M-L M-L M-L M-L M-L M-H M-H M-M H-L H-L H-L L-H L-H L-M M-H L-H M-H M-M M-L M-L Not Included in Survey Not Included in Survey L-H L-H M-H L-M L-M L-M M-H M-H M-H M-M M-M M-M M-M M-M M-M Not Included in Survey L-M L-H L-M Not Included in Survey M-H H-M H-H L-M L-H L-H H-H H-M H-H H-H H-H H-H M-H H-H M-H M-H M-H M-H H-H M-H H-H M-H M-H M-H

202021 L-H M-M M-H L-M L-H L-M H-M L-H M-M L-M M-M M-M M-H H-M L-M L-H M-M L-H L-H L-H L-H M-H M-H M-M L-M L-M L-H M-H L-M H-H H-H H-H M-H M-H M-H

201920 L-H M-M M-H M-H L-H L-M H-H L-H M-M L-M M-M M-M M-H H-M L-M L-H M-M L-H L-H L-H L-M M-H M-M M-H L-M L-H L-H M-H L-M H-H H-H M-H M-H M-H M-H

201819 L-H M-M M-H M-M L-H L-M H-M L-H M-M L-M M-M M-M M-H H-M L-M M-H M-M

201718 L-H M-M M-H M-M L-M L-M H-M L-H M-M L-M M-M M-M M-H H-M M-H M-H M-M

L-H L-M M-H M-H M-M

M-H L-M M-M M-H M-M

L-M

L-M

M-H L-H H-H H-H H-H M-H M-H M-H

M-H L-H H-H H-H H-H M-H M-H M-H

201314 L-H M-L M-H M-M L-M L-L H-M L-H M-L L-M H-M M-L M-H H-L M-M L-H M-L

201213 L-M M-L M-H M-M L-H L-L H-L M-M M-L L-L M-H M-L M-H H-L M-M M-H M-L

L-M L-M M-H M-M M-M

L-H M-H M-H M-M M-M

L-M

L-H

H-H L-M H-H H-H M-H M-H H-H M-H

H-H L-M H-H H-H M-H M-M H-H M-H

Related Services Elem./ Middle Adm. Special Education

Audiology Counseling Gifted/Talented Education Library Science/Media Technology Occupational Therapy Physical Therapy Reading Diagnostician School Nursing School Psychology School Social Work Speech Pathology Intermediate Education Kindergarten/Primary Education Middle School Education Pre-K Education Elementary School Administrator High School Administrator Middle School Administrator Central Office Administrator Cognitive Disabilities Special Ed. Dual Cert (General & Special Ed.) Early Childhood Special Education Emotional/Behavioral Disorders Sp. Ed Hearing Impaired Special Education Learning Disability Special Education Mild/Moderate Disabilities Sp. Ed. Multi-categorical Special Education Severe/Profound Disabilities Sp. Ed. Visually Impaired Special Education

202122 L-H M-H L-M L-H L-H L-M L-M L-H M-H L-H L-H M-H H-H M-H M-H M-H M-H M-H M-H L-H M-H M-H L-H L-H L-H M-H L-H L-H L-H

202021 L-M M-H L-H L-H L-H L-H L-M L-H M-H L-M L-H M-H H-H M-H M-H M-M M-H M-H M-H L-H M-H M-H L-H L-H L-H M-H M-H L-H L-H

2021-22 Low-High Demand exceeds Supply Low Supply & High Demand

High-Low Supply exceeds Demand High Supply & Low Demand

201920 L-H M-H L-H L-H L-H L-H L-H L-H M-H L-H L-H M-H H-M M-H M-H M-H M-H M-H M-H L-H M-H M-H L-H L-H L-H M-H M-H L-H L-H

201819 L-H M-H L-H L-H L-H L-H L-H L-H M-H L-M L-H M-M H-M M-H M-H M-M M-M M-M M-M M-H M-H M-H L-H L-H L-H L-H M-H L-H L-H

M-H M-H M-H L-H L-H L-H L-H L-H L-H L-H

33 2016- 2015- 2014- 201317 16 15 14 L-H L-H L-H L-H M-M M-M M-M M-M L-H L-H L-M L-M L-M L-M L-M L-M L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H M-H M-H M-M M-H L-M L-M L-M L-M M-H L-H M-H M-H M-M M-L M-L M-L H-M H-L H-L H-L M-M M-L H-M H-M M-M M-M M-L M-L M-H M-M M-M M-M M-H M-M M-M M-M M-H M-M M-M M-M Not Included in Survey L-H L-H L-H L-H M-H M-H M-H M-H M-H M-H M-M M-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H M-H M-H M-H M-H M-H M-H L-H M-H M-H L-H L-H L-H L-H L-H L-H L-H L-H

201718 L-H M-M L-H L-M L-M L-M L-H L-H M-H L-M M-H M-M M-M M-M M-H M-M M-H M-H

201213 L-H M-M L-M L-M L-H L-H L-H L-M M-M L-M M-H H-L H-L H-M M-L M-M M-M M-M L-H M-H M-H M-H L-H M-H M-H M-H M-H L-H

2020-21

2019-20

Agriculture Education American Sign Language Arabic | Audiology Business Education | Chinese Cognitive Disabilities Special Education Computer Science Education Emotional/Behavioral Disorders Special Ed. Family and Consumer Science Hearing Impaired Special Education Italian | Japanese Journalism Education Learning Disability Special Education Library Science/Media Technology Multicategorical Special Education Occupational Therapy School Nursing School Social Work Severe/Profound Disabilities Special Ed. Speech Education Speech Pathology Technology Education Visually Impaired Special Education

Agriculture Education American Sign Language Cognitive Disabilities Special Education Computer Science Education Emotional/Behavioral Disorders Special Ed. Family and Consumer Science Gifted/Talented Education Hearing Impaired Special Education Learning Disability Special Education Library Science/Media Technology Physical Therapy / Occupational Therapy Russian / Chinese / Arabic / Classical School Nursing / Speech Pathology Severe/Profound Disabilities Special Ed. Technology Education Visually Impaired Special Education

Agriculture Education Technology Education Family and Consumer Science Computer Science Education American Sign Language Arabic | Chinese | Japanese | Russian Audiology | Speech Pathology Physical Therapy | Occupational Therapy School Social Work Gifted/Talented Education School Nursing Library Science/Media Technology Reading Diagnostician Severe/Profound Disabilities Sp. Ed. Cognitive Disabilities Special Education Emotional/Behavioral Disorders Sp. Ed. Learning Disability Special Education Visually Impaired Special Education Hearing Impaired Special Education

None

None

None

34

Perceived Supply & Demand (Colleges and Universities)

Math & Science Education

Languages

Educational Fields

Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Agriculture Education Art/Visual Education Bilingual/Multicultural Education Business Education Computer Science Education Dance Education English/Language Arts Education Family and Consumer Science Health Education Journalism Education Music Education Physical Education Reading Specialist/Interventionist Social Studies Education Speech Education Technology Education Theatre/Drama Education American Sign Language Arabic Chinese Classical: Greek, Latin ESL/ELL (English Language Learner) French German Italian Japanese Russian Spanish Other Languages Biology Chemistry Earth/Physical Science General Math and Science Math Physics

Balanced (2.61 – 3.40)

202122 3.67 3.43 4.47 3.73 4.05 3.00 3.57 3.95 3.26 3.71 3.34 3.14 3.79 3.04 4.07 4.35 3.24 3.78 3.60 3.81 3.27 4.37 3.53 3.50 3.57 3.45 3.36 4.00 3.33 4.45 4.20 4.36 4.14 4.38 4.44

Some surplus (1.81 – 2.60)

Considerable surplus (1.00 – 1.80)

COLLEGES AND UNIVERSITIES 2020201920182017- 2016201521 20 19 18 17 16 3.61 3.61 4.00 3.67 4.08 3.85 3.16 3.03 2.87 3.18 3.21 2.86 4.58 3.93 4.45 4.38 4.46 4.47 3.30 3.20 3.16 3.33 3.54 2.98 3.88 3.39 3.75 3.50 4.00 3.88 3.19 3.16 2.82 3.17 3.38 2.78 3.15 3.23 2.84 3.36 3.43 3.02 3.79 3.71 3.72 3.68 4.00 3.84 2.83 2.95 2.53 3.04 3.14 2.81 3.08 2.79 3.19 2.92 3.40 3.25 3.09 3.15 2.93 3.22 3.32 2.81 2.82 2.82 2.43 2.89 3.13 2.51 3.67 3.70 3.54 3.66 3.68 3.58 2.67 2.80 2.34 2.91 2.94 2.51 3.33 3.50 3.52 3.29 3.40 3.72 4.03 3.57 3.65 3.56 4.06 4.04 3.04 3.13 2.76 3.11 3.15 2.98 Not Included in Survey 3.85 3.86 Not Included in Survey 3.67 5.00 4.18 4.06 4.09 3.68 3.53 4.27 3.89 3.72 3.82 3.47 3.25 3.73 4.01 3.72 3.96 4.41 4.40 3.79 3.46 3.45 3.40 3.48 3.30 3.38 3.15 3.38 3.50 3.34 3.44 3.11 Not Included in Survey 2.92 3.21 3.36 3.31 3.30 3.15 3.53 3.25 Not Included in Survey 3.73 3.25 3.36 3.26 3.00 3.93 3.91 2.80 3.52 3.30 3.26 3.20 3.50 3.06 4.07 3.90 4.07 4.27 4.27 3.94 4.33 4.19 4.38 4.39 4.53 4.36 4.14 3.86 4.08 4.32 4.22 3.92 4.09 3.93 4.10 4.43 4.35 4.00 4.38 4.16 4.34 4.45 4.53 4.33 4.37 4.27 4.46 4.52 4.55 4.41

201415 3.62 2.61 4.25 2.89 3.47 2.88 2.77 3.46 2.69 2.83 2.85 2.30 3.31 2.14 3.17 3.67 2.78

4.06 3.62 3.68 3.63 3.19 3.15 3.05 3.05 3.80 4.18 3.81 3.85 4.18 4.24

35

Special Education

Adm.

Elem./ Middle

Related Services

Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Audiology Counseling Gifted/Talented Education Library Science/Media Technology Occupational Therapy Physical Therapy Reading Diagnostician School Nursing School Psychology School Social Work Speech Pathology Intermediate Education Kindergarten/Primary Education Middle School Education Pre-K Education Central Office Administration Elementary Principal High School Principal Middle School Principal Cognitive Disabilities Special Education Dual Cert (General & Special Education) Early Childhood Special Education Emotional/Behavioral Disorders Sp. Ed. Hearing Impaired Special Education Learning Disability Special Education Mild/Moderate Disabilities Special Ed. Multicategorical Special Education Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

Balanced (2.61 – 3.40)

202122 4.00 3.90 3.30 3.57 3.43 3.33 3.40 3.79 3.94 3.50 3.84 3.79 3.67 3.86 3.94 3.67 3.73 3.68 3.60 4.77 4.24 4.42 4.80 4.43 4.70 4.78 4.82 4.80 4.60

202021 3.33 3.77 3.59 3.50 3.75 3.75 3.25 3.92 3.81 3.30 3.84 3.49 3.44 3.79 3.46 3.42 3.38 3.49 3.51 4.38 4.28 4.25 4.59 4.45 4.44 4.60 4.59 4.37 4.50

Some surplus (1.81 – 2.60)

201920 4.09 3.63 3.68 3.59 3.79 3.93 3.50 3.60 3.70 3.74 3.93 3.69 3.37 4.02 3.51 3.56 3.57 3.67 3.69 4.50 4.39 4.28 4.44 4.27 4.29 4.62 4.67 4.70 4.27

201819 3.71 3.45 3.57 3.68 3.75 3.50 4.20 3.93 3.78 3.33 4.00 3.44 3.07 3.68 3.32 3.26 3.28 3.32 3.30 4.36 4.34 3.96 4.33 4.00 4.13 4.62 4.57 4.74 4.40

Considerable surplus (1.00 – 1.80)

20172016- 2015- 201418 17 16 15 3.83 3.54 4.08 3.93 3.15 3.33 3.18 3.03 3.86 3.69 3.73 3.42 3.38 3.17 3.33 3.12 3.36 3.91 3.64 3.59 3.40 3.87 3.53 3.57 3.67 3.87 4.10 3.55 3.48 3.53 3.61 3.55 3.56 3.53 3.55 3.37 3.13 3.42 2.95 3.29 3.85 4.00 3.88 3.80 3.29 2.99 2.80 2.74 3.01 2.75 2.70 2.42 3.62 3.36 3.38 3.18 3.01 3.04 2.81 2.80 Not Included in Survey 3.34 3.45 3.20 3.19 3.47 3.52 3.25 3.22 3.41 3.55 3.29 3.25 4.21 4.50 3.93 4.45 4.07 3.85 4.06 3.84 3.74 3.74 3.92 3.45 4.21 4.75 4.07 4.47 4.06 3.75 3.73 3.62 4.33 4.43 4.36 4.20 4.50 4.50 4.24 4.08 4.49 4.22 4.15 4.09 4.47 4.59 4.64 4.22 4.30 4.60 4.22 4.14

36

School Districts TEACHER PREPARATION Traditional preparation Non-traditional preparation Emergency hires TEACHER MAKEUP Full-time positions Current full-time teachers Expect to lose Replacement hires New position hires Net change in teachers

2021-22 79% 15% 6% 2021-22 553 11 41 42 11 +12

2020-21 84% 12% 4% 2020-21 798 10 60 65 13 +18

Decreases in funding your district receives Big challenge Moderate challenge Small challenge Not a challenge Mean (3=Big Challenge; 0=Not a challenge) Having enough candidates for open positions Big challenge Moderate challenge Small challenge Not a challenge Mean (3=Big Challenge; 0=Not a challenge) Recruiting teachers of color Big challenge Moderate challenge Small challenge Not a challenge Mean (3=Big Challenge; 0=Not a challenge)

202122 32.9% 29.6% 16.2% 21.3% 1.74 202122 77.6% 15.9% 4.6% 1.9% 2.69 202122 61.6% 20.0% 8.5% 9.9% 2.33

2019-20 83% 12% 4% 2019-20 1020 13 75 87 33 +45

202021 40.2% 36.8% 11.0% 12.0% 2.05 202021 60.5% 27.9% 9.2% 2.4% 2.47 202021 58.6% 26.0% 7.2% 8.2% 2.35

2018-19 83% 12% 5% 2018-19 1174 21 109 111 39 +41

2017-18 84% 13% 3% 2017-18 961 10 74 76 13 +15

HIRING CHALLENGES 2019- 2018201720 19 18 42.9% 50.8% 48.6% 31.8% 28.3% 32.1% 13.5% 12.9% 12.1% 11.7% 8.0% 7.1% 2.06 2.22 2.22 2019- 2018201720 19 18 67.5% 67.6% 64.8% 23.9% 22.8% 28.1% 6.0% 7.7% 6.4% 2.7% 1.9% 0.7% 2.56 2.56 2.57 2019- 2018201720 19 18

2016-17 85% 12% 3% 2016-17 1361 15 105 135 28 +58

2015-16 88% 10% 2% 2015-16 1138 1126 81 99 25 +43

2014-15 88% 8% 1% 2014-15 1440 1241 123 123 24 +24

201617 46.3% 33.5% 12.3% 7.9% 2.18 201617 68.6% 23.5% 5.3% 2.7% 2.58 201617

201516 55.9% 39.6% 6.4% 7.0% 2.36 201516 59.5% 31.1% 7.8% 1.6% 2.49 201516

201415 50.7% 30.4% 10.1% 8.7% 2.23 201415 55.8% 31.9% 8.7% 3.6% 2.40 201415

Not Included in Survey Not Included in Survey

37

Perceived Demand & Institutions Offering (School Districts)

Agriculture Education Art/Visual Education Bilingual/Multicultural Education Business Education Computer Science Education Dance Education English/Language Arts Education Family and Consumer Science Health Education Journalism Education Music Education Physical Education Reading Specialist/Interventionist Social Studies Education Speech Education Technology Education Theatre/Drama Education American Sign Language Arabic Chinese Classical ESL/ELL (English Language Learner) French German Italian Japanese Other Languages Russian Spanish Biology Chemistry Earth/Physical Science General Math and Science Math Physics

Math & Science Education

Languages

Educational Fields

High-Low (H-L) Supply exceeds Demand High Supply & Low Demand Medium-Low (M-L) Supply exceeds Demand Medium Supply & Low Demand Low-Low (L-L) Alignment Low Supply & Low Demand

High-Medium (H-M) Supply exceeds Demand High Supply & Medium Demand Medium-Medium (M-M) Alignment Medium Supply & Medium Demand Low-Medium (L-M) Demand exceeds Supply Low Supply and Medium Demand

High-High (H-H) Alignment High Supply & High Demand Medium-High (M-H) Demand exceeds Supply Medium Supply & High Demand Low-High (L-H) Demand exceeds Supply Low Supply & High Demand

202122 L-H M-H M-H L-H L-H L-H H-H L-H M-M L-H M-H M-M M-H H-M L-H L-H M-H L-H L-H L-H L-H M-H M-H M-H L-H L-H L-H M-H L-H H-H H-H H-H M-H M-H M-H

20172016201518 17 16 L-H L-H L-H M-M M-M M-M M-H L-H M-H M-M M-M M-M L-H L-H L-H L-M L-M L-M H-M H-M H-M L-H L-H L-H M-M M-M M-L L-M L-M L-M M-M M-M M-M M-L M-L M-L M-H M-H M-H H-L H-L H-L M-H L-H L-H M-H M-H L-H M-M M-M M-M Not Included in Survey Not Included in Survey M-H L-H L-H L-H L-H L-H M-H M-H M-H M-H M-H M-H M-H M-H M-H Not Included in Survey L-H L-H L-H L-H L-H L-H Not Included in Survey M-H M-H H-H H-H H-H H-H H-H H-H H-H H-H M-H M-H M-H M-H M-H M-H H-H M-H M-H M-H M-H

202021 L-H M-M M-H L-M L-H L-H H-M L-H M-M L-M M-M M-M M-H H-L L-H L-H M-M L-H L-H L-H L-H M-H M-H M-H L-H L-H L-H L-H M-H H-H H-H M-H M-H H-H M-H

201920 L-H M-M M-H M-H L-H L-M H-M L-H M-M L-M M-M M-L M-H H-L L-H L-H M-M L-H L-H L-H L-H M-H M-H M-H L-H L-H L-H L-H M-H H-H M-H M-H M-H H-H M-H

201819 L-H M-M M-H M-M L-H L-M H-M L-H M-M L-M M-M M-L M-H H-L L-H M-H M-M

L-H L-H M-H M-H M-H L-H L-H M-H H-H H-H H-H M-H M-H M-H

201415 L-H M-M M-H M-M L-H L-M H-M L-H M-M L-M M-M M-L M-M H-L L-H M-H M-M

M-H L-H M-H M-H M-H L-H L-H H-H H-H H-H M-H M-H H-H M-H

Related Services Elem./ Middle Adm. Special Education

Audiology Counseling Gifted/Talented Education Library Science/Media Technology Therapy Occupational Physical Therapy Reading Diagnostician School Nursing School Psychology School Social Work Speech Pathology Intermediate Education Kindergarten/Primary Education Middle School Education Pre-K Education Central Office Administrator Elementary Principal High School Principal Middle School Principal Cognitive Disabilities Special Dual Cert (General & Special Education Education) Early Childhood Special Education Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special EducationDisability Special Learning Education Mild/Moderate Disabilities Special Ed. Multicategorical Special Education Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

Low-High Demand exceeds Supply Low Supply & High Demand

High-Low Supply exceeds Demand High Supply & Low Demand

202122 L-H M-H L-H L-H L-H L-H L-H L-H M-H L-H L-H M-H H-H M-H M-H M-M M-H M-H M-H L-H M-H M-H L-H L-H L-H M-H L-H L-H L-H

202021 L-H M-M L-H L-H L-H L-H L-H L-H M-H L-H L-H M-M H-M M-H M-M M-M M-M M-M M-M L-H M-H M-H L-H L-H L-H M-H M-H L-H L-H

201920 L-H M-M L-H L-H L-H L-H L-H L-H M-H L-H L-H M-M H-M M-H M-M M-M M-M M-M M-M L-H M-H M-H L-H L-H L-H M-H M-H L-H L-H

201819 L-H M-M L-H L-H L-H L-H L-H L-H M-H L-H L-H M-M H-M M-H M-M M-M M-M M-M M-M L-H M-H M-H L-H L-H L-H M-H M-H L-H L-H

38 201720162015201418 17 16 15 L-H L-H L-H L-H M-M M-M M-M M-M L-H L-H L-H L-H L-H L-M L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H M-H M-H M-H M-H L-H L-M L-H L-H M-H M-H L-H M-H M-M M-M M-M H-M M-M H-M H-L H-L M-H M-M M-M M-M M-M M-M M-M M-M Not Included in Survey M-M M-M M-M M-M M-H M-M M-M M-H M-M M-M M-H M-H L-H M-H M-H M-H M-H M-H M-H M-H M-H M-H M-H M-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H M-H L-H M-H M-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H L-H

2021-22 Agriculture Education American Sign Language Arabic | Audiology Business Education | Chinese Classical: Greek, Latin Cognitive Disabilities Special Education Computer Science Education Dance Education Emotional/Behavioral Disorders Special Ed. Family and Consumer Science Gifted/Talented Education Hearing Impaired Special Education Italian | Japanese Journalism Education Learning Disability Special Education Library Science/Media Technology Multicategorical Special Education Occupational Therapy Other Languages Physical Therapy | Reading Diagnostician Russian School Nursing | School Social Work Severe/Profound Disabilities Special Ed. Speech Education | Speech Pathology Technology Education Visually Impaired Special Education

2020-21 Agriculture Education Computer Science Education Dance Education Family and Consumer Science Speech Education Technology Education American Sign Language Arabic / Chinese / Classical / Italian Japanese / Russian Other Languages Audiology Gifted/Talented Education Library Science/Media Technology Occupational Therapy Physical Therapy Reading Diagnostician School Nursing School Social Work Speech Pathology Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Learning Disability Special Education Cognitive Disabilities Special Education Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

2019-20 Severe/Profound Disabilities Special Ed. Emotional/Behavioral Disorders Special Ed. Visually Impaired Special Education Hearing Impaired Special Education Arabic American Sign Language Chinese / Classical Cognitive Disabilities Special Education Learning Disability Special Education Speech Pathology Russian / Japanese Audiology Italian School Nursing Physical Therapy Occupational Therapy Speech Education Other Languages Reading Diagnostician Agriculture Education Technology Education Computer Science Education Family and Consumer Science School Social Work Library Science/Media Technology Gifted/Talented Education

None

Social Studies Education

Social Studies Education

39

Perceived Supply & Demand (School Districts)

Math & Science Education

Languages

Educational Fields

Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Agriculture Education Art/Visual Education Bilingual/Multicultural Education Business Education Computer Science Education Dance Education English/Language Arts Education Family and Consumer Science Health Education Journalism Education Music Education Physical Education Reading Specialist/Interventionist Social Studies Education Speech Education Technology Education Theatre/Drama Education American Sign Language Arabic Chinese Classical: Greek, Latin ESL/ELL (English Language Learner) French German Italian Japanese Other Languages Russian Spanish Biology Chemistry Earth/Physical Science General Math and Science Math Physics

Balanced (2.61 – 3.40)

202122 4.07 3.61 4.29 3.66 3.90 3.56 3.60 4.00 3.29 3.55 3.78 3.04 3.86 3.07 4.14 3.87 3.62 4.47 4.63 4.43 4.36 4.16 4.13 4.25 4.56 4.52 4.56 4.06 4.08 4.48 4.27 4.49 4.27 4.26 4.56

202021 3.83 3.32 4.15 3.37 3.72 3.41 3.23 3.64 2.97 3.25 3.28 2.62 3.54 2.58 4.00 3.68 3.35 4.29 4.30 4.35 4.26 3.96 3.94 4.06 4.02 4.09 3.99 4.19 3.86 4.00 4.29 3.98 4.02 4.31 4.41

Some surplus (1.81 – 2.60)

201920 3.84 3.38 4.37 3.47 3.82 3.34 3.24 3.73 2.85 3.22 3.32 2.55 3.57 2.40 4.04 3.83 3.30 4.46 4.52 4.46 4.46 4.12 4.06 4.16 4.13 4.19 4.01 4.24 4.06 4.17 4.48 4.14 4.14 4.45 4.56

201819 3.87 3.31 4.28 3.29 3.66 3.26 3.07 3.67 2.86 3.14 3.26 2.51 3.58 2.36 4.09 3.77 3.30

4.51 4.45 4.13 3.99 4.21 4.47 4.32 3.89 4.09 4.39 4.06 4.16 4.37 4.51

Considerable surplus (1.00 – 1.80)

20172016201518 17 16 3.79 3.95 3.95 3.16 3.21 3.11 4.42 4.31 4.28 3.32 3.35 3.22 3.70 3.80 3.59 3.16 3.23 3.25 3.17 3.26 3.03 3.80 3.80 3.71 2.77 2.77 2.75 3.14 3.25 3.18 3.19 3.24 3.20 2.41 2.44 2.31 3.51 3.60 3.55 2.48 2.29 2.29 4.11 4.20 4.12 3.81 3.87 3.72 3.23 3.34 3.23 Not Included in Survey Not Included in Survey 4.41 4.49 4.47 4.42 4.49 4.34 4.14 4.07 4.04 3.94 4.01 3.95 4.14 4.06 4.05 Not Included in Survey 4.34 4.37 4.33 4.24 4.10 4.15 Not Included in Survey 3.98 4.01 3.84 4.00 4.14 4.01 4.38 4.47 4.39 4.05 4.18 3.99 4.14 4.25 4.08 4.40 4.49 4.38 4.53 4.59 4.52

201415 3.88 3.00 4.33 3.21 3.49 3.22 2.85 3.46 2.64 2.95 2.98 2.22 3.32 1.92 3.98 3.65 3.13

4.38 4.32 4.10 3.99 4.04 4.38 3.96 3.85 3.96 4.38 3.95 4.12 4.41 4.49

40

Special Education

Adm.

Elem./ Middle

Related Services

Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Audiology Counseling Gifted/Talented Education Library Science/Media Technology Occupational Therapy Physical Therapy Reading Diagnostician School Nursing School Psychology School Social Work Speech Pathology Intermediate Education Kindergarten/Primary Education Middle School Education Pre-K Education Central Office Administrator Elementary Principal High School Principal Middle School Principal Cognitive Disabilities Special Education Dual Cert (General & Special Education) Early Childhood Special Education Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Learning Disability Special Education Mild/Moderate Disabilities Special Ed. Multicategorical Special Education Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

Balanced (2.61 – 3.40)

202122 4.24 3.89 3.84 3.78 4.11 4.11 4.03 4.21 4.25 4.07 4.31 3.73 3.59 3.72 3.99 3.37 3.46 3.56 3.55 4.47 4.43 4.36 4.56 4.56 4.43 4.41 4.57 4.68 4.62

202021 4.09 3.38 3.53 3.54 3.93 3.90 3.70 3.98 3.99 3.65 4.17 3.27 3.07 3.65 3.39 3.13 3.02 3.15 3.10 4.33 4.26 4.22 4.47 4.42 4.24 4.24 4.38 4.55 4.43

Some surplus (1.81 – 2.60)

201920 4.18 3.33 3.56 3.64 4.05 4.05 3.87 4.09 4.13 3.71 4.27 3.26 2.96 3.74 3.27 3.15 3.04 3.28 3.19 4.39 4.43 4.23 4.59 4.53 4.32 4.37 4.52 4.59 4.57

201819 4.19 3.32 3.57 3.57 4.07 4.06 3.83 3.96 4.17 3.73 4.36 3.27 3.05 3.64 3.34 3.18 3.11 3.38 3.24 4.51 4.47 4.31 4.64 4.62 4.40 4.40 4.55 4.68 4.64

Considerable surplus (1.00 – 1.80)

2017- 2016- 2015- 201418 17 16 15 4.24 4.20 4.27 3.98 3.29 3.26 3.26 2.98 3.41 3.49 3.51 3.48 3.58 3.66 3.52 3.52 4.11 4.11 4.15 4.20 4.10 4.09 4.11 4.13 3.88 3.78 3.80 3.68 4.04 4.07 3.96 3.94 4.12 4.04 3.96 3.97 3.56 3.52 3.53 3.48 4.38 4.44 4.34 4.44 3.26 3.18 3.05 2.69 3.03 2.92 2.81 2.34 3.67 3.67 3.48 3.34 3.28 3.28 3.12 2.89 Not Included in Survey 3.17 3.16 3.19 3.26 3.42 3.54 3.57 3.63 3.34 3.35 3.19 3.26 4.47 4.41 4.32 4.39 4.42 4.34 4.35 4.33 4.28 4.33 4.20 4.32 4.58 4.58 4.54 4.55 4.51 4.60 4.47 4.53 4.35 4.31 4.20 4.25 4.36 4.35 4.27 4.25 4.48 4.52 4.39 4.41 4.67 4.61 4.57 4.61 4.59 4.60 4.50 4.51

41

Longitudinal Chart (Colleges and Universities) The National Composite Score for perceived demand has indicated some fluctuation from year to year since 1981. After reaching a 13-year low of 3.21 in 2010, the national mean has been increasing each year, with the exception of a slight decrease in 2021. This year marks the highest national mean since the beginning of the survey.

Longitudinal Chart: 1981 - 2022 5.00 4.50 4.00 3.50 3.00 2.50 2.00 1.50

1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2014 2015 2016 2017 2018 2019 2020 2021 2022

1.00

Year 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000

Perceived Demand 3.39 3.20 3.14 3.19 3.36 3.38 3.29 3.28 3.32 3.39 3.36 3.21 3.22 3.02 3.03 3.11 3.19 3.30 3.47 3.56

Year 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2014 2015 2016 2017 2018 2019 2020 2021 2022

Perceived Demand 3.68 3.45 3.27 3.35 3.41 3.46 3.55 3.54 3.25 3.21 3.24 3.32 3.47 3.52 3.55 3.65 3.83 3.74 3.89

42

Appendix: Demographic Characteristics

Size (number of students) 2,500 or fewer 2,501 to 5,000 5,001 to 10,000 10,001 to 20,000 More than 20,000 Urban Status Urban Suburban Rural

2021-22 66.0% 10.8% 8.9% 4.6% 9.7% 2021-22 15.6% 26.2% 58.2%

2020-21 41.4% 16.9% 14.5% 12.4% 14.8% 2020-21 16.7% 39.2% 44.0%

SCHOOL DISTRICTS 2019-20 2018-19 2017-18 28.0% 25.7% 26.8% 22.0% 18.0% 22.1% 18.1% 22.6% 17.4% 15.1% 15.9% 15.6% 16.9% 17.7% 18.1% 2019-20 2018-19 2017-18 20.7% 24.9% 23.2% 44.6% 42.1% 40.7% 34.7% 33.0% 36.1%

2016-17 28.3% 16.8% 13.7% 15.0% 26.1% 2016-17 26.9% 41.9% 31.3%

2015-16 28.0% 21.2% 16.9% 14.8% 19.1% 2015-16 23.7% 44.8% 31.5%

2014-15 12.8% 13.5% 21.3% 23.4% 29.1% 2014-15 30.9% 47.5% 21.6%

Size (number of education students) Less than 100 100 to 199 200 to 299 300 to 499 500 or more

2021-22 22.4% 20.5% 9.9% 11.8% 35.4%

2020-21 21.4% 17.9% 10.1% 13.7% 36.9%

COLLEGES AND UNIVERSITIES 2019-20 2018-19 2017-18 23.5% 21.1% 21.5% 24.5% 15.6% 13.0% 8.0% 11.7% 10.7% 10.0% 12.8% 11.9% 34.0% 38.9% 42.9%

2016-17 19.7% 18.5% 10.7% 15.7% 35.4%

2015-16 23.4% 16.0% 9.7% 13.1% 37.7%

2014-15 14.8% 16.8% 10.7% 15.4% 42.3%

Region 1 2 3 4 5 6 7 8 9 10 11

Northwest West Rocky Mountain Great Plains/Midwest South Central Southeast Great Lakes Middle Atlantic Northeast Alaska Hawaii

202122 6 12 9 24 10 32 27 30 7 1 3

202021 6 10 4 20 15 39 33 32 9 0 1

201920 5 10 9 25 15 51 30 43 6 1 1

Colleges/ Universities 20182017201619 18 17 9 9 8 16 10 11 8 6 7 16 26 26 15 17 18 32 42 29 34 30 35 43 41 50 6 10 5 2 0 1 1 0 0

201516 7 10 4 23 21 42 33 45 6 1 0

202122 26 74 42 83 20 37 51 30 8 2 0

202021 16 93 21 24 12 50 29 38 7 7 0

School Districts 20192018201720 19 18 22 24 17 67 61 56 19 23 14 29 31 20 12 16 21 55 65 56 45 46 32 74 49 46 4 8 4 4 3 8 1 0 0

201617 14 59 12 13 13 48 22 44 2 3 0

201516 13 101 33 23 22 75 43 57 12 1 0

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