2023-2024 Educator Supply & Demand Report

American Association for Employment in Education Educator Supply and Demand Report 2023-24

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 other 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 2022-23 Educator Supply & Demand Survey on behalf of the American Association for Employment in Education (AAEE).

• Surveys were collected between September 21, 2023 and April 14, 2024.

• The initial email invitation with a link to complete the online survey was sent to the list provided by AAEE on September 21, 2023. 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.

• 455 surveys were completed. o 174 colleges/universities (6.2% margin of error using a 90% confidence level) o 281 school districts (4.9% 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 65 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: Greek, Latin ESL/ELL (English Language Learner) French German Italian Japanese Russian Spanish Other Languages Administration Central Office Administrator Elementary School Administrator High School Administrator Middle School Administrator

Math & Science Education Biology Chemistry Earth/Physical Science General Math and 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 Adapted Physical 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 65 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, 41 of the 65 (63%). ✓ Nearly two-thirds of the fields were reported as having some level of shortage by both colleges/universities and school districts, 60 by colleges/universities and 63 by school districts. Fifty-eight were identified as having some level of shortage by both groups. ✓ CONSIDERABLE SHORTAGE: Of the 65 fields listed, 25 were reported as having considerable shortage by colleges/universities while school districts noted considerable shortage in 31 fields. Nineteen 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 32 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, M.Ed./MAT/5th year programs, or TESOL programs than in alternative certificates/licensure or doctoral programs. At the same time, about 1 in 4 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 94% of their graduates find full-time teaching positions after graduation, while 6% find part-time positions. In addition, it was noted that decreases in funding that school districts receive was a challenge by 78% of responding school districts, with 42% indicating it is a Big Challenge.

5

Comparison of Colleges and Districts: 2023-24 COLLEGES AND UNIVERSITIES FIELDS WITH CONSIDERABLE SHORTAGE (5.00 – 4.21) Emotional/Behavioral Disorders Special Ed. Multicategorical Special Education Learning Disability Special Education Cognitive Disabilities Special Education Severe/Profound Disabilities Special Ed. Mild/Moderate Disabilities Special Ed. Dual Cert (General & Special Education) Math Physics Early Childhood Special Education Bilingual/Multicultural Education Chemistry Visually Impaired Special Education ESL/ELL (English Language Learner) Biology Earth/Physical Science General Math and Science Middle School Education Computer Science Education Arabic Technology Education Counseling Spanish American Sign Language Pre-K Education

5.00 4.88 4.82 4.80 4.76 4.73 4.68 4.68 4.63 4.59 4.56 4.55 4.50 4.48 4.45 4.38 4.38 4.31 4.27 4.25 4.24 4.23 4.23 4.22 4.21

FIELDS WITH SOME SHORTAGE (4.20 – 3.41) School Psychology School Social Work School Nursing Hearing Impaired Special Education Chinese Speech Pathology Intermediate Education Family and Consumer Science Reading Diagnostician Reading Specialist/Interventionist Kindergarten/Primary Education English/Language Arts Education Speech Education Adapted Physical Education Elementary School Administrator High School Administrator Middle School Administrator Audiology Central Office Administrator French German Library Science/Media Technology Business Education Agriculture Education Other Languages Russian Music Education Art/Visual Education Italian Gifted/Talented Education Japanese Health Education Dance Education Social Studies Education Physical Education

4.15 4.15 4.14 4.11 4.05 4.04 4.02 4.00 4.00 4.00 3.97 3.96 3.95 3.92 3.89 3.89 3.88 3.83 3.80 3.80 3.71 3.71 3.67 3.63 3.60 3.60 3.59 3.58 3.56 3.55 3.53 3.51 3.50 3.47 3.43

BALANCED FIELDS (3.40 – 2.61) Journalism Education Theatre/Drama Education Occupational Therapy Classical: Greek, Latin Physical Therapy

3.40 3.39 3.36 3.20 3.08

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

4.76 4.73 4.72 4.71 4.70 4.61 4.59 4.58 4.57 4.56 4.56 4.56 4.55 4.54 4.51 4.50 4.50 4.48 4.46 4.45 4.45 4.44 4.41 4.34 4.32 4.29 4.29 4.27 4.23 4.22 4.21

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

4.19 4.17 4.15 4.12 4.10 4.10 4.09 4.06 4.06 4.01 4.01 3.98 3.97 3.92 3.80 3.79 3.75 3.75 3.74 3.72 3.72 3.72 3.69 3.66 3.66 3.64 3.59 3.59 3.54 3.52 3.42 3.42

BALANCED FIELDS (3.40 – 2.61) Social Studies Education Physical Education BALANCED FIELDS (3.40 – 2.61) FIELDS WITH SOME (2.60 – 1.81) or CONSIDERABLE SURPLUS (1.80 – 1.00) None

3.15 3.09

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

Some surplus (1.81 – 2.60)

Colleges and Universities 3.63 3.58 4.56 3.67 4.27 3.50 3.96 4.00 3.51 3.40 3.59 3.43 4.00 3.47 3.95 4.24 3.39 4.22 4.25 4.05 3.20 4.48 3.80 3.71 3.56 3.53 3.60 4.23 3.60 4.45 4.55 4.38 4.38 4.68 4.63

Considerable surplus (1.00 – 1.80)

School Districts 4.17 3.72 4.46 3.72 4.01 3.66 3.66 4.09 3.42 3.64 3.75 3.09 3.80 3.15 4.23 3.97 3.72 4.50 4.76 4.59 4.57 4.27 4.19 4.41 4.56 4.73 4.71 4.15 4.50 4.29 4.45 4.21 4.29 4.44 4.54

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 Intermediate Education Kindergarten/Primary Education Middle School Education Pre-K Education Central Office Administrator Elementary School Administrator High School Administrator Middle School Administrator Adapted Physical 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. Multicategorical Special Education 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 3.83 4.23 3.55 3.71 3.36 3.08 4.00 4.14 4.15 4.15 4.04 4.02 3.97 4.31 4.21 3.80 3.89 3.89 3.88 3.92 4.80 4.68 4.59 5.00 4.11 4.82 4.73 4.88 4.76 4.50

School Districts 4.22 3.92 3.75 3.74 4.10 4.06 4.01 4.12 4.32 4.06 4.34 3.79 3.59 3.98 3.69 3.54 3.42 3.59 3.52 4.10 4.56 4.48 4.45 4.70 4.56 4.51 4.55 4.58 4.72 4.61

Colleges 25 35 5 Colleges/ Universities 1.40 0.43

Districts 31 32 2 -

Agreement 19 63% Agreement 22 between groups -

School Districts 2.10 2.70

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

8

Colleges and Universities Enrollment ✓ On average, colleges/universities had a median 250 degree-seeking candidates enrolled at their institutions. ✓ Approximately 18% of those, or a median of 45 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 Students of color currently enrolled (median)

250 45 18% 41

Increased Stayed the same Decreased Not offered Traditional 26.6% 32.4% 36.4% 4.6% M.Ed./MAT/5th year added to baccalaureate 18.7% 22.2% 20.5% 38.6% TESOL 8.7% 20.8% 15.6% 54.9% Alternative certifications/licensures 32.9% 16.5% 8.2% 42.4% Doctorates 15.7% 16.9% 9.9% 57.6% 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 94% Part-time 6% 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 24.3% 23.7% 20.1% 32.0% 1.40 Districts not hiring or replacing vacancies 10.1% 20.2% 20.2% 49.4% 0.91 Too many candidates for open positions 3.6% 8.3% 16.0% 72.2% 0.43 Candidates not earning multiple credentials 4.1% 8.9% 24.3% 62.7% 0.54 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 28 23.9% Our candidates are not having difficulty finding jobs 22 18.8% Low salary 16 13.7% Licensure requirement 12 10.3% Lack of vacancies 11 9.4% Opt out after graduation 6 5.1% School/Teaching environment 5 4.3% Grad school/other opportunities 4 3.4% Politics/Legislation concerns 4 3.4% Many candidates apply 3 2.6% Profession not valued 3 2.6% Timing of vacancies 2 1.7% Issues pertaining to Covid 1 0.9% What other reasons have made it difficult for qualified candidates from your institution to find teaching positions?

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Support Services Offered to Education Degree-Seeking Students N % of Responses Academic advising 87 15.2% Tutoring 58 10.1% Academic supports 43 7.5% Career services 37 6.5% Licensure support 34 5.9% Health and mental wellness 33 5.8% Mentors 25 4.4% Counseling 25 4.4% Writing assistance 21 3.7% Disability services 21 3.7% Student success program 19 3.3% Praxis support 15 2.6% Financial aid 14 2.4% Test prep 14 2.4% Scholarships 14 2.4% Educator student groups 13 2.3% Minority support 13 2.3% Field experience support 13 2.3% Student teacher assistance 12 2.1% Professional development 10 1.7% Placement services 8 1.4% Students needing accommodations 8 1.4% Technology 7 1.2% Early alert & support 4 0.7% Library resources 3 0.5% Recreation services 3 0.5% Cultural resources 3 0.5% Veteran support 3 0.5% Math assistance 2 0.3% Internship/Job search preparation 2 0.3% Supplemental instruction 2 0.3% Dedicated advisor/supervisor 1 0.2% Professional clothes closet 1 0.2% Student success/retention 1 0.2% International student services 1 0.2% Health and wellness services 1 0.2% Teaching resource lab 1 0.2% Transportation support 1 0.2% What kind of support services does your institution currently provide to students enrolled in an education degree-seeking program?

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Biggest Challenges Faced by First-Year Teachers Classroom management Supportive culture Effective teaching using curriculum Managing Behaviors Reality of demands District/School Culture Student to professional transition Needs of students Emotional stability Work/Life balance Parent Teacher communication Time management Student assessments State/Federal mandates Adequate training Theoretical to practical transition Responsibility of challenging classroom What is the biggest challenge first-year teachers encounter?

N 51 38 19 19 17 17 13 12 7 7 6 5 5 4 2 2 2

% of Responses 22.6% 16.8% 8.4% 8.4% 7.5% 7.5% 5.8% 5.3% 3.1% 3.1% 2.7% 2.2% 2.2% 1.8% 0.9% 0.9% 0.9%

Best Way to Attract High School Students to Study Education in College High school to college Teacher Programs Inspiration from highly regarded teachers Promote prestige of profession Minimize student debt Increased salary Involvement from Elementary to High School Attractive options to earn degree Communicate positives Financial incentive Ensure their own K-12 education experience is positive Mentoring programs Set realistic expectations Early identification Market teaching as a career Compensation incentive Assured placement What is the best way to attract high school students to study education in college?

N 41 30 29 24 21 20 20 8 7 4 4 3 3 3 1 1

% of Responses 18.7% 13.7% 13.2% 11.0% 9.6% 9.1% 9.1% 3.7% 3.2% 1.8% 1.8% 1.4% 1.4% 1.4% 0.5% 0.5%

STUDENT LEAVING STATE TO FIND FULL-TIME EMPLOYMENT 2023-2024 Academic Year 17.8% Approximately what percentage of your education graduates left your state to find full-time employment for the 2022-23 academic year?

11 WHERE STUDENTS ARE GOING

N

%

Texas Illinois New York New Jersey North Carolina California Virginia Georgia Ohio Florida Colorado Maryland Pennsylvania Connecticut Minnesota Indiana Tennessee Kentucky Alabama Kansas Arizona Iowa Massachusetts Missouri Wisconsin Michigan

38 32 30 29 28 22 22 21 21 20 19 19 19 17 17 16 16 14 13 13 12 12 12 12 12 10

22.1% 18.6% 17.4% 16.9% 16.3% 12.8% 12.8% 12.2% 12.2% 11.6% 11.0% 11.0% 11.0% 9.9% 9.9% 9.3% 9.3% 8.1% 7.6% 7.6% 7.0% 7.0% 7.0% 7.0% 7.0% 5.8%

WHERE STUDENTS ARE GOING

N

%

Nebraska South Carolina New Mexico Oklahoma Utah Washington Louisiana Montana Oregon Arkansas Delaware South Dakota Alaska District of Columbia Idaho Maine Mississippi Nevada New Hampshire Hawaii Vermont Wyoming West Virginia Rhode Island North Dakota

10 8 7 7 7 7 6 6 6 5 5 5 4 4 4 4 4 4 4 3 3 3 2 1 0

5.8% 4.7% 4.1% 4.1% 4.1% 4.1% 3.5% 3.5% 3.5% 2.9% 2.9% 2.9% 2.3% 2.3% 2.3% 2.3% 2.3% 2.3% 2.3% 1.7% 1.7% 1.7% 1.2% 0.6% 0.0%

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

85 84 64 52 48 41 32 25 22 19 19 17 16 14 12 10 9 60 37 37 23 13 11 9 6 6 5 3 2 90 85 76 57 45 40

Adm.

English/Language Arts Education Social Studies Education Music Education Physical Education Art/Visual Education Reading Specialist/Interventionist Health Education Bilingual/Multicultural Education Theatre/Drama Education Business Education Technology Education Computer Science Education Family and Consumer Science Agriculture Education Speech Education Dance Education Journalism Education Spanish ESL/ELL (English Language Learner) French German Chinese Japanese Classical: Greek, Latin Italian Russian American Sign Language Other Languages Arabic 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, Middle School Education, Pre-K Education, and Elementary School Administrator. ✓ 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, Russian, American Sign Language, Arabic, Other Languages, School Nursing, Physical Therapy, Reading Diagnostician, Occupational Therapy, Audiology, Adapted Physical Education, Emotional/Behavioral Disorders Special Education, Hearing Impaired Special Education, and Visually Impaired Special Education.

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

42 23 17 16 12 11 9 8 7 6 4 85 63 51 49 50 49 47 40 36 33 30 20 14 13 10 7 6 6 6

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

13

Graduating Students

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

14 14 13 12

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

20 17 14 13 12 12 9 9 9 7 5

Related Services

7 7 6 4 3 3

24 20 18 13

Middle

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

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

Elem./

16 6 5 4 2 2 2 2 1 1 1 1

24 22 19 18 18 16 14 12 11 7 6

Adm.

Languages

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

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

Special Education

20 14 13 11 10 10 9 9 8 8 7 6 6 5 4 4 4

Educational Fields

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

Math & Science Education

✓ The degrees that will have the most graduates per degree-offering institution this year include Occupational Therapy, Intermediate Education, and Speech Pathology. ✓ The degrees that will have the lowest number of graduates this year include: Classical: Greek & Latin, French, Italian, Other Language, Arabic, German, Japanese, Russian, Earth/Physical Science, and Physics.

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)

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)

4.56

Counseling

4.23

Computer Science Education Technology Education

4.27 4.24

School Psychology School Social Work

4.15 4.15

Family and Consumer Science Reading Specialist/Interventionist

4.00 4.00

School Nursing

4.14

Speech Pathology

4.04

English/Language Arts Education

3.96

Reading Diagnostician

4.00

Speech Education

3.95

Audiology

3.83

Business Education

3.67

Library Science/Media Technology

3.71

Agriculture Education

3.63

Music Education

3.59

Gifted/Talented Education Occupational Therapy

3.55 3.36

Art/Visual Education

3.58

Physical Therapy

3.08

Health Education

3.51

Middle School Education

4.31

Dance Education Social Studies Education

3.50 3.47

Pre-K Education

4.21

Physical Education

3.43

Intermediate Education Kindergarten/Primary Education

4.02 3.97

Journalism Education

3.40

Elementary School Administrator

3.89

Theatre/Drama Education

3.39

High School Administrator

3.89

ESL/ELL (English Language Learner)

4.48

Arabic

4.25

Middle School Administrator Central Office Administrator

3.88 3.80

Spanish American Sign Language

4.23 4.22

Emotional/Behavioral Disorders Special Ed. Multicategorical Special Education

5.00 4.88

Chinese French German Russian

4.05 3.80 3.71 3.60

Learning Disability Special Education Cognitive Disabilities Special Education Severe/Profound Disabilities Special Ed.

4.82 4.80 4.76

Mild/Moderate Disabilities Special Ed.

4.73

Other Languages

3.60

Italian Japanese Classical: Greek, Latin

3.56 3.53 3.20

Math

4.68

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

4.68 4.59 4.50 4.11 3.92

Physics Chemistry Biology Earth/Physical Science General Math and Science

4.63 4.55 4.45 4.38 4.38

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 education fields, School Nursing and other related services, and several language fields. ✓ Math, Chemistry, Physics, Biology, General Math and Science, ESL/ELL, Technology Education, Bilingual/Multicultural Education, and nearly all special education fields have considerable shortage.

FIELDS WITH CONSIDERABLE SHORTAGE (5.00 – 4.21) Emotional/Behavioral Disorders Special Ed. Multicategorical Special Education Learning Disability Special Education Cognitive Disabilities Special Education Severe/Profound Disabilities Special Ed. Mild/Moderate Disabilities Special Ed. Math Dual Cert (General & Special Education) Physics Early Childhood Special Education Bilingual/Multicultural Education Chemistry Visually Impaired Special Education ESL/ELL (English Language Learner) Biology Earth/Physical Science General Math and Science Middle School Education Computer Science Education Arabic Technology Education Spanish Counseling American Sign Language Pre-K Education

5.00 4.88 4.82 4.80 4.76 4.73 4.68 4.68 4.63 4.59 4.56 4.55 4.50 4.48 4.45 4.38 4.38 4.31 4.27 4.25 4.24 4.23 4.23 4.22 4.21

FIELDS WITH SOME SHORTAGE (4.20 – 3.41) School Psychology School Social Work School Nursing Hearing Impaired Special Education Chinese Speech Pathology Intermediate Education Family and Consumer Science Reading Specialist/Interventionist Reading Diagnostician Kindergarten/Primary Education English/Language Arts Education Speech Education Adapted Physical Education Elementary School Administrator High School Administrator Middle School Administrator Audiology French Central Office Administrator German Library Science/Media Technology Business Education Agriculture Education Russian Other Languages Music Education

4.15 4.15 4.14 4.11 4.05 4.04 4.02 4.00 4.00 4.00 3.97 3.96 3.95 3.92 3.89 3.89 3.88 3.83 3.80 3.80 3.71 3.71 3.67 3.63 3.60 3.60 3.59

(Cont.) FIELDS WITH SOME SHORTAGE (4.20 – 3.41) Art/Visual Education Italian Gifted/Talented Education Japanese Health Education Dance Education Social Studies Education Physical Education

3.58 3.56 3.55 3.53 3.51 3.50 3.47 3.43

BALANCED FIELDS (3.40 – 2.61) Journalism Education Theatre/Drama Education Occupational Therapy Classical: Greek, Latin Physical Therapy

3.40 3.39 3.36 3.20 3.08

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

16

Summary by Field Supply & Demand Color Key

Education

Math & Science

Languages

Educational Fields

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

Bilingual/Multicultural Education

25

20

4.56

Computer Science Education

17

4

4.27

Technology Education

19

9

4.24

Family and Consumer Science

16

6

4.00

Reading Specialist/Interventionist

41

14

4.00

English/Language Arts Education Speech Education Business Education

85 12 19

10 13 5

3.96 3.95 3.67

Agriculture Education

14

10

3.63

Music Education

64

9

3.59

Art/Visual Education Health Education

48 32

7 8

3.58 3.51

Dance Education

10

4

3.50

Social Studies Education

84

11

3.47

Physical Education

52

8

3.43

Journalism Education Theatre/Drama Education

9 22

6 4

3.40 3.39

ESL/ELL (English Language Learner)

37

16

4.48

Arabic

2

1

4.25

Spanish American Sign Language Chinese French German

60 5 13 37 23

4 5 6 2 1

4.23 4.22 4.05 3.80 3.71

Russian Other Languages Italian Japanese Classical: Greek, Latin

6 3 6 11 9

1 2 2 1 2

3.60 3.60 3.56 3.53 3.20

Math Physics Chemistry Biology

90 57 76 85

7 3 4 7

4.68 4.63 4.55 4.45

Earth/Physical Science General Math and Science

45 40

3 6

4.38 4.38

17 Supply & Demand Color Key

Middle

Special Education

Adm.

Elem./

Related Services

Considerable shortage (4.21 – 5.00)

Some shortage (3.41 – 4.20)

Balanced (2.61 – 3.40)

Considerable surplus (1.00 – 1.80)

Some surplus (1.81 – 2.60)

% Offering

Graduating Students (mean)

Supply & Demand

Counseling

42

19

4.23

School Psychology School Social Work

23 17

11 14

4.15 4.15

School Nursing

9

18

4.14

Speech Pathology

16

22

4.04

Reading Diagnostician

7

16

4.00

Audiology Library Science/Media Technology

4 11

7 12

3.83 3.71

Gifted/Talented Education

12

6

3.55

Occupational Therapy

6

24

3.36

Physical Therapy

8

18

3.08

Middle School Education Pre-K Education Intermediate Education

63 51 49

13 18 24

4.31 4.21 4.02

Kindergarten/Primary Education

85

20

3.97

Elementary School Administrator High School Administrator

50 49

14 14

3.89 3.89

Middle School Administrator

47

13

3.88

Central Office Administrator

40

12

3.80

Emotional/Behavioral Disorders Special Ed.

6

12

5.00

Multicategorical Special Education Learning Disability Special Education Cognitive Disabilities Special Education Severe/Profound Disabilities Special Ed.

20 14 10 13

20 9 12 9

4.88 4.82 4.80 4.76

Mild/Moderate Disabilities Special Ed.

30

14

4.73

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

36 33 6 6

17 13 5 7

4.68 4.59 4.50 4.11

Adapted Physical Education

7

9

3.92

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.

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

• Programs in cells with no shading are in alignment, balanced between supply and demand (7 of 65 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) Medium

Medium

Theater/Drama Education

Low

Percent of Institutions Offering these Educational Programs

High

Low

Classical: Greek, Latin Journalism Education Occupational Therapy Physical Therapy

High Biology | Chemistry English/Language Arts Education Kindergarten/Primary Education | Math Social Studies Education Art/Visual Education Bilingual/Multicultural Education Central Office Administrator | Counseling Dual Cert (General & Special Education) Early Childhood Special Education Earth/Physical Science Elementary School Administrator ESL/ELL (English Language Learner) French | General Math and Science | German Health Education | High School Administrator Intermediate Education Middle School Administrator Middle School Education Mild/Moderate Disabilities Special Ed. Multicategorical Special Ed. Music Education | Physical Education Physics | Pre-K Education Reading Specialist/Interventionist School Psychology | Spanish Adapted Physical Education Agriculture Education American Sign Language Arabic | Audiology | Business Education Chinese 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 Learning Disability Special Education Library Science/Media Technology Other Languages | Reading Diagnostician Russian | School Nursing | School Social Work Severe/Profound Disabilities Special Ed. Speech Education | Speech Pathology Technology Education Visually Impaired Special Education

DEMAND EXCEEDS SUPPLY

19

School Districts Teacher Preparation ✓ On average, 25% of the teachers hired in the past year do not have traditional preparation, either being hired with nontraditional preparation or as an emergency hire. Urban (40%) districts are more likely to have hired teachers without traditional preparation in the last year. ✓ The lack of traditional candidates and shortage of education majors in colleges 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 74% Non-traditional preparation 11% Emergency hires 11%

2,501 to 5,000 81% 15% 5%

Urban Suburban Rural 59% 78% 77% 23% 14% 12% 17% 7% 11% 5,001 to 10,001 to More than 10,000 20,000 20,000 77% 61% 64% 18% 19% 27% 6% 20% 9%

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

N 114 42 15 14 13 5 3

75% 14% 11% ALL 75% 14% 11% ALL

75% 14% 11%

% of Responses 55.3% 20.4% 7.3% 6.8% 6.3% 2.4% 1.5%

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 (2023-24) to REPLACE those who leave?

•

Full-time teachers does your district plan to hire for the next academic year (2023-24) 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 2 5 5 1 +1

2,501 to 5,000 274 6 19 18 6 +5

Urban 2,006 66 147 150 37 +40 5,001 to 10,000 526 19 32 34 7 +9

Suburban 1,053 19 91 91 7 +7 10,001 to 20,000 1,065 77 110 106 26 +22

Rural 147 4 11 11 15 +15 More than 20,000 5,284 78 420 434 129 +143

762 19 60 61 17 +18 ALL 762 19 60 61 17 +18 ALL

762 19 60 61 17 +18

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 8% 16% teachers hired in past year

Urban 31% 5,001 to 10,000

Suburban 13% 10,001 to 20,000

Rural 7% More than 20,000

15%

20%

30%

13% ALL 13% ALL

13%

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 41.8% 35.7% 13.6% 8.9% Having enough candidates for open positions 75.4% 19.2% 5.0% 0.4% Recruiting teachers of color 60.1% 23.4% 4.7% 11.9% URBAN STATUS Urban Suburban Rural ALL Decreases in the funding your district receives 2.26 2.05 2.08 2.10 Having enough candidates for open positions 2.82 2.67 2.68 2.70 Recruiting teachers of color 2.28 2.63 2.15 2.32 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 2.14 1.92 1.91 2.32 2.22 2.10 Having enough candidates for open positions 2.69 2.70 2.65 2.79 2.79 2.70 Recruiting teachers of color 2.21 2.41 2.57 2.61 2.36 2.32 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 Demanding work load Profession not valued Lack of quality candidates Competition among districts Complex licensure requirements Funding State and federal mandates Housing Timing of vacancies Seeking diversity with candidates Lack of experience

N 77 56 56 32 29 27 24 19 17 11 10 1 1 1

% of Responses 21.3% 15.5% 15.5% 8.9% 8.0% 7.5% 6.6% 5.3% 4.7% 3.0% 2.8% 0.3% 0.3% 0.3%

22

Anticipated Hiring in 2023-24 Compared to 2022-23 Expect to hire more teachers Expect to hire fewer teachers

N 114 166

% of Responses 40.7% 59.3%

Major Reasons for Hiring More Resignations Retirement Increased enrollment Planning on filling vacancies Creating new positions New programs Budget increase Expansion of school district Major Reasons for Hiring Fewer Fewer/No new positions Steady/Decreased enrollment Budget restraints Fewer retirements Lack of qualified teachers Fewer resignations Implementing 4-day work week Attrition

N 32 30 26 19 9 7 1 1 N 69 37 35 20 8 5 3 1

% of Responses 25.6% 24.0% 20.8% 15.2% 7.2% 5.6% 0.8% 0.8% % of Responses 38.8% 20.8% 19.7% 11.2% 4.5% 2.8% 1.7% 0.6%

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

N 91 36 36 32 31 27 26 20 15 12 9 9 9 5 2

% of Responses 25.3% 10.0% 10.0% 8.9% 8.6% 7.5% 7.2% 5.6% 4.2% 3.3% 2.5% 2.5% 2.5% 1.4% 0.6%

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

N 34 29 25 23 17 16 15 14 11 8 7 2

23 % of Responses 16.9% 14.4% 12.4% 11.4% 8.5% 8.0% 7.5% 7.0% 5.5% 4.0% 3.5% 1.0%

Best Way to Attract Teachers of Color High school to college Teacher Programs Compensation incentive Communicate positives College credit during high school Involvement from Elementary to High School Conversations with teachers who lead by example Ensure their own K-12 educational experience is positive Teaching as an honorable profession Specifics on teaching licensure in high demand Mentoring programs Assured placement

N 61 49 33 29 26 25 17 16 8 4 1

% of Responses 22.7% 18.2% 12.3% 10.8% 9.7% 9.3% 6.3% 5.9% 3.0% 1.5% 0.4%

24

Perceived Supply and Demand (School Districts) ✓ School districts reported considerable shortages of qualified applicants in the following areas: Bilingual/Multicultural Education, Speech Education, nearly all language fields, all math and science fields, Speech Pathology, School Psychology, Audiology, and nearly 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

4.46 4.23 4.17 4.09 4.01 3.97 3.80 3.75 3.72 3.72 3.72 3.66 3.66 3.64 3.42 3.15 3.09 4.76 4.73 4.71 4.59 4.57 4.56 4.50 4.50 4.41 4.27 4.19 4.15 4.54 4.45 4.44 4.29 4.29 4.21

Elem./ Middle

Bilingual/Multicultural Education Speech Education Agriculture Education Family and Consumer Science Computer Science Education Technology Education Reading Specialist/Interventionist Music Education Art/Visual Education Business Education Theatre/Drama Education Dance Education English/Language Arts Education Journalism Education Health Education Social Studies Education Physical Education Arabic Japanese Russian Chinese Classical: Greek, Latin Italian American Sign Language Other Languages German ESL/ELL (English Language Learner) French Spanish Physics Chemistry Math Biology General Math and Science Earth/Physical 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 Intermediate Education Pre-K Education Kindergarten/Primary Education High School Administrator Central Office Administrator Middle School Administrator Elementary School Administrator Severe/Profound Disabilities Special Ed. Emotional/Behavioral Disorders Special Ed. Visually Impaired Special Education Multicategorical Special Education Cognitive Disabilities Special Education Hearing Impaired Special Education Mild/Moderate Disabilities Special Ed. Learning Disability Special Education Dual Cert (General & Special Education) Early Childhood Special Education Adapted Physical Education

4.34 4.32 4.22 4.12 4.10 4.06 4.06 4.01 3.92 3.75 3.74 3.98 3.79 3.69 3.59 3.59 3.54 3.52 3.42 4.72 4.70 4.61 4.58 4.56 4.56 4.55 4.51 4.48 4.45 4.10

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

4.76 4.73 4.72 4.71 4.70 4.61 4.59 4.58 4.57 4.56 4.56 4.56 4.55 4.54 4.51 4.50 4.50 4.48 4.46 4.45 4.45 4.44 4.41 4.34 4.32 4.29 4.29 4.27 4.23 4.22 4.21

FIELDS WITH SOME SHORTAGE (4.20 – 3.41) French Agriculture Education Spanish School Nursing Occupational Therapy Adapted Physical Education Family and Consumer Science Physical Therapy School Social Work Computer Science Education Reading Diagnostician Middle School Education Technology Education Counseling Reading Specialist/Interventionist Intermediate Education

4.19 4.17 4.15 4.12 4.10 4.10 4.09 4.06 4.06 4.01 4.01 3.98 3.97 3.92 3.80 3.79

25 (CONT.) FIELDS WITH SOME SHORTAGE (4.20 – 3.41) Music Education 3.75 Gifted/Talented Education 3.75 Library Science/Media Technology 3.74 Art/Visual Education 3.72 Business Education 3.72 Theatre/Drama Education 3.72 Pre-K Education 3.69 Dance Education 3.66 English/Language Arts Education 3.66 Journalism Education 3.64 Kindergarten/Primary Education 3.59 High School Administrator 3.59 Central Office Administrator 3.54 Middle School Administrator 3.52 Health Education 3.42 Elementary School Administrator 3.42 BALANCED FIELDS (3.40 – 2.61) Social Studies Education Physical Education

3.15 3.09

FIELDS WITH SOME SURPLUS (2.60 – 1.81) None FIELDS WITH CONSIDERABLE SURPLUS 1.80 – 1.00) None BALANCED FIELDS (3.40 – 2.61)

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 demand exceeds supply.

SUPPLY EXCEEDS DEMAND

Perceived Demand for Graduates (School Districts)

High Medium

Medium Social Studies Education

Physical Education

Low

Percent of Institutions Offering these Educational Programs

Low

High Biology Chemistry English/Language Arts Education Kindergarten/Primary Education Math Art/Visual Education Bilingual/Multicultural Education Central Office Administrator | Counseling Dual Cert (General & Special Education) Early Childhood Special Education Earth/Physical Science Elementary School Administrator ESL/ELL (English Language Learner) French | General Math and Science German | Health Education High School Administrator Intermediate Education Middle School Administrator Middle School Education Mild/Moderate Disabilities Special Ed. Multicategorical Special Education Music Education | Physics | Pre-K Education Reading Specialist/Interventionist School Psychology | Spanish Theatre/Drama Education Adapted Physical Education 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 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

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 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 3.57 3.30 3.88 3.38 3.78 3.50 3.10 3.43 3.10 3.14 3.67 2.90 3.63 2.90 3.33 3.56 3.33 3.60 4.67 3.33 4.67 3.90 3.75 4.50 4.33 4.67 4.67 3.11 4.25 4.00 3.70 3.80 3.70 3.60 3.80

Region Northwest West Rocky Mountain Great Plains/Midwest South Central

Balanced (2.61 – 3.40) 2 3.92 3.87 4.19 3.63 4.00 3.38 3.62 3.92 3.18 3.80 3.88 3.16 3.95 3.28 4.44 3.63 3.59 4.69 5.00 4.38 4.60 4.00 4.56 4.40 4.67 5.00 4.67 3.86 4.57 4.37 4.30 4.48 4.17 4.24 4.58

3 4.46 3.56 4.29 3.82 4.21 3.86 3.80 4.39 3.53 3.60 4.11 3.37 3.68 3.32 4.33 4.06 3.73 4.56 5.00 4.75 5.00 4.24 3.86 4.00 5.00 4.50 5.00 4.18 4.50 4.67 4.60 4.65 4.45 4.60 4.75

Code 6 7 8 9 10

4 4.47 4.07 4.64 4.17 4.28 4.17 3.90 4.26 3.64 4.00 4.16 3.41 3.87 3.19 4.36 4.12 3.93 4.72 4.83 4.81 4.73 4.56 4.38 4.65 4.82 4.71 4.69 4.36 4.73 4.44 4.33 4.50 4.31 4.21 4.58

Some surplus (1.81 – 2.60) 5 4.08 3.61 4.50 3.54 3.80 3.50 3.81 3.90 2.95 3.44 3.55 2.50 3.96 3.19 4.05 3.88 3.68 4.58 5.00 4.88 5.00 4.12 4.36 4.86 5.00 5.00 5.00 4.58 4.90 4.64 4.46 4.58 4.42 4.50 4.65

Region Southeast Great Lakes Middle Atlantic Northeast Alaska

6 3.96 3.73 4.38 3.13 3.67 3.25 3.85 3.73 3.31 3.33 3.52 2.91 3.77 2.97 4.29 3.80 3.52 4.36 4.63 4.42 4.40 4.16 4.26 4.44 4.38 4.44 4.50 4.06 4.50 4.71 4.44 4.62 4.27 4.56 4.61

7 4.09 3.71 4.64 3.93 4.15 3.93 3.59 4.22 3.75 3.86 3.67 3.32 3.82 3.23 4.31 4.02 3.79 4.38 4.64 4.79 4.55 4.53 4.10 4.21 4.25 4.67 4.60 4.27 4.14 4.36 4.16 4.39 4.10 4.21 4.50

Considerable surplus (1.00 – 1.80) 8 4.38 3.48 4.59 3.60 4.00 3.87 3.22 4.31 3.00 3.38 3.45 2.73 3.53 2.94 4.12 4.19 3.95 4.71 4.86 4.50 4.50 4.28 4.09 4.36 4.38 5.00 5.00 4.03 4.50 4.26 4.20 4.33 4.10 4.16 4.55

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

9 4.00 3.50 3.80 3.50 3.50 4.00 3.20 3.00 3.50 4.00 3.75 2.80 3.60 3.00 3.80 3.75 3.33 N/R 3.00 4.00 3.00 4.00 3.75 N/R N/R N/R N/R 3.80 4.00 4.20 4.25 4.25 4.20 4.20 4.50

10 N/R 4.00 4.00 4.00 3.00 N/R 4.50 4.00 4.00 N/R 4.00 4.00 4.50 3.50 4.00 4.50 N/R 4.00 N/R N/R N/R 4.00 N/R N/R N/R N/R N/R 4.00 4.00 4.33 4.00 4.00 4.00 4.33 4.00

Total 4.17 3.72 4.46 3.72 4.01 3.66 3.66 4.09 3.42 3.64 3.75 3.09 3.80 3.15 4.23 3.97 3.72 4.50 4.76 4.59 4.57 4.27 4.19 4.41 4.56 4.73 4.71 4.15 4.50 4.44 4.29 4.45 4.21 4.29 4.54

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 3.57 3.70 3.67 3.30 4.13 4.00 3.29 3.88 4.38 3.71 4.00 3.67 3.30 3.40 3.40 3.22 3.33 3.40 3.33 4.00 4.63 4.13 4.50 4.75 4.43 4.33 4.50 4.33 4.63 4.29

2 4.36 3.76 3.90 3.60 4.04 4.00 4.33 4.08 4.16 3.96 4.38 3.78 3.72 3.92 4.04 3.60 3.62 3.64 3.56 3.94 4.71 4.48 4.54 4.83 4.82 4.67 4.70 4.68 4.80 4.71

3 4.38 3.90 3.94 3.61 4.29 4.31 4.23 4.06 4.10 4.11 4.26 3.84 3.70 3.80 3.90 3.52 3.60 3.70 3.65 4.55 4.61 4.56 4.63 4.80 4.69 4.53 4.53 4.61 4.72 4.83

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 Adapted Physical Education Cognitive Disabilities 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 Mild/Moderate Disabilities Special Ed. Multicategorical Special Education Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

Code 1 2 3 4 5

Balanced (2.61 – 3.40) 4 4.33 4.16 3.97 4.00 4.26 4.17 3.96 4.15 4.31 4.16 4.50 3.85 3.73 3.91 4.06 3.42 3.52 3.60 3.63 4.34 4.64 4.55 4.38 4.64 4.57 4.42 4.51 4.45 4.69 4.60

5 4.36 3.96 3.50 3.63 4.20 4.33 4.33 3.86 4.28 4.06 4.36 3.80 3.69 3.84 4.08 3.38 3.42 3.52 3.42 4.22 4.48 4.56 4.48 4.64 4.65 4.56 4.56 4.63 4.71 4.70

6 3.89 3.82 3.73 3.74 4.03 4.07 4.00 4.00 4.34 3.83 4.38 3.84 3.85 4.03 4.26 3.19 3.33 3.30 3.09 4.08 4.63 4.52 4.58 4.88 4.65 4.74 4.71 4.69 4.77 4.65

7 4.30 3.97 3.80 3.83 4.12 4.00 4.03 4.16 4.54 4.25 4.44 3.56 3.50 3.68 3.95 3.50 3.64 3.71 3.67 4.07 4.46 4.46 4.47 4.65 4.44 4.49 4.50 4.59 4.72 4.57

8 4.18 3.76 3.46 3.69 3.97 3.96 3.83 4.35 4.19 3.91 4.13 3.32 3.10 3.52 3.72 3.32 3.39 3.61 3.62 3.69 4.41 4.30 4.13 4.60 4.39 4.23 4.37 4.48 4.63 4.43

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

9 N/R 3.80 N/R 3.40 3.50 3.00 3.25 4.50 3.67 4.00 4.00 3.60 3.40 3.80 3.80 3.60 3.80 3.50 3.80 4.00 4.67 4.67 4.33 4.67 4.00 4.67 4.75 4.67 4.67 5.00

10 4.00 4.67 4.00 4.00 3.33 3.33 4.00 5.00 4.50 4.00 3.50 4.33 4.00 4.00 4.00 4.00 4.50 4.50 4.00 4.00 5.00 5.00 4.50 5.00 4.00 5.00 5.00 5.00 5.00 4.00

Total 4.22 3.92 3.75 3.74 4.10 4.06 4.01 4.12 4.32 4.06 4.34 3.69 3.59 3.79 3.98 3.42 3.52 3.59 3.54 4.10 4.56 4.48 4.45 4.70 4.56 4.51 4.55 4.58 4.72 4.61

29

Appendix: Year-to-Year Comparison Colleges and Universities 202324

PROGRAM ENROLLMENT 20222021202023 22 21

201920

2018201719 18 26.6% 21.1% 22.7% 30.4% 22.0% 21.3% Increased 26.4% 32.4% 33.7% 36.8% 39.9% 40.5% 30.6% Stayed the same 32.6% TRADITIONAL 36.4% 39.4% 35.0% 23.8% 32.5% 39.3% Decreased 28.5% 4.6% 5.7% 5.5% 6.0% 5.0% Not offered 8.7% 12.4% Increased 18.7% 21.4% 19.9% 24.1% 16.1% 23.1% 24.1% M.ED./MAT/5TH YEAR 22.2% 22.0% 25.5% 27.7% 28.1% 24.2% Stayed the same 22.5% ADDED TO 20.5% 22.0% 18.0% 14.5% 17.6% 15.9% Decreased 15.2% BACCALAUREATE 38.6% 34.7% 36.6% 33.7% 38.2% 36.8% Not offered 38.2% Increased 8.7% 10.5% 12.5% 11.5% 10.2% 7.8% 13.1% 20.8% 22.1% 28.8% 25.5% 21.4% 22.8% Stayed the same 22.5% TESOL 15.6% 20.9% 10.6% 15.2% 10.7% 13.3% 13.1% Decreased 54.9% 46.5% 48.1% 47.9% 57.7% 56.1% 51.3% Not offered Increased 32.9% 24.6% 22.3% 24.8% 19.4% 22.0% 18.1% ALTERNATIVE 16.5% 22.2% 20.4% 20.6% 16.8% 15.3% 24.4% Stayed the same CERTIFICATIONS/ 8.2% 9.4% 8.9% 4.2% 8.2% 10.2% 7.8% Decreased LICENSURES 42.4% 43.9% 48.4% 50.3% 55.6% 52.5% 49.7% Not offered Increased 15.7% 9.5% 14.4% 10.8% 11.3% 10.0% 11.5% 16.9% 17.8% 23.1% 23.4% 21.5% 20.0% 19.3% Stayed the same DOCTORATES 9.9% 11.2% 6.3% 6.6% 5.6% 4.4% 8.3% Decreased 57.6% 61.5% 56.3% 59.3% 61.5% 65.6% 60.9% Not offered Has enrollment for each degree program increased, remained about the same, or decreased in the past year?

STUDENT SUCCESS IN FINDING POSITIONS 2023-24 2022-23 2021-22 2020-21 2019-20 2018-19 2017-18 94% 91% 87% 86% 85% 81% Full-time 73% 6% 9% 13% 10% 12% 13% Part-time 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)

CHALLENGES IN FINDING TEACHING POSITIONS 2023- 2022- 2021- 2020- 201924 23 22 21 20 24.3% 18.5% 15.4% 21.8% 22.4% 23.7% 26.2% 25.0% 34.6% 33.2% 20.1% 17.9% 17.9% 21.2% 22.4% 32.0% 37.5% 41.7% 22.4% 21.9% 1.40 1.26 1.14 1.56 1.56 2023- 2022- 2021- 2020- 201924 23 22 21 20 3.6% 2.4% 3.2% 10.8% 8.2% 8.3% 8.3% 12.7% 23.4% 19.6% 16.0% 19.5% 17.8% 25.3% 24.7% 72.2% 69.8% 66.2% 40.5% 47.4% 0.43 0.43 0.53 1.04 0.89

201819 22.1% 32.6% 26.2% 19.2% 1.58 201819 8.6% 19.5% 32.2% 39.7% 0.97

201617 18.7% 31.6% 41.2% 8.6% 18.6% 19.1% 16.9% 45.4% 12.0% 26.6% 8.2% 53.3% 12.0% 23.0% 8.7% 56.3% 8.4% 19.7% 4.5% 67.4%

2016-17 79% 15%

201718 31.5% 30.9% 18.5% 19.1% 1.75 201718 8.9% 24.4% 28.3% 38.3% 1.04

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%

2014-15 70% 19%

201516 34.1% 34.1% 16.8% 15.1% 1.87 201516 21.8% 23.5% 29.6% 25.1% 1.42

201415 33.1% 35.8% 18.9% 12.2% 1.90 201415 26.0% 46.0% 20.0% 8.0% 1.90

201617 22.2% 30.1% 26.1% 21.6% 1.53 201617 13.0% 29.4% 29.4% 28.2% 1.27

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

202223 83 82 63 48 45 40 29 25 23 20 23 16 14 14 13 8 6

PROGRAM OFFERINGS 202120202019222 21 20 87 88 85 80 86 81 64 68 64 48 54 44 50 54 52 42 44 39 31 33 30 24 20 20 25 28 21 18 19 21 17 17 17 13 14 14 13 12 13 13 10 7 11 9 11 10 11 10 6 8 6

201819 85 82 62 54 50 39 32 23 28 26 20 17 11 10 18 10 8

202324 10 11 9 7 8 14 8 20 4 5 9 6 10 4 13 4 6

GRADUATING STUDENTS 202220212020201923 22 21 20 10 11 10 10 11 13 11 11 9 12 11 10 5 8 7 6 12 14 16 13 12 14 11 11 13 7 15 11 17 11 18 16 6 6 3 3 6 4 19 7 11 9 29 12 8 8 22 13 9 9 16 13 3 2 28 1 12 6 17 7 6 7 7 3 6 1 2 2

201819 11 12 11 7 11 11 12 12 11 7 11 9 11 12 10 4 2

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

60 37 37 23 13 9 11 5 6 2 3 6

57 41 36 26 14 9 6 5 4 3 3 3

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

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

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

70 41 49 31 14 11 10 N/I N/I N/I 10 N/I

4 16 2 1 6 2 1 5 2 1 2 1

5 15 2 1 2 1 1 18 9 3 15 3

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

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

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

4 12 1 1 2 3 1 N/I N/I N/I 9 N/I

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

90 85 76 57 45 40

89 83 72 58 43 40

91 90 77 63 52 34

95 95 85 61 47 35

90 84 71 56 42 35

91 88 78 61 52 40

7 7 4 3 3 6

9 8 4 4 6 11

11 16 10 7 5 14

11 22 8 4 8 27

9 11 4 4 5 9

9 9 4 3 4 7

Math & Science Education

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

202324 85 84 64 48 52 41 32 25 22 19 19 16 14 17 12 10 9

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)

“N/I” indicates the field was not included during this survey year.

Related Services

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

202324 42 23 16 17 9 11 12 6 8 4 7

202223 38 26 20 16 15 12 11 10 9 6 3

PROGRAM OFFERINGS 20212020201922 21 20 34 38 35 22 25 20 15 19 17 15 17 12 11 10 9 10 7 11 7 12 10 6 12 8 8 12 9 5 6 6 4 5 5

201819 42 25 17 10 10 13 12 8 10 7 4

202324 19 11 22 14 18 12 6 24 18 7 16

202223 18 14 25 18 23 19 8 17 31 9 10

Elem./ Middle

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

85 63 51 49

82 53 49 45

83 55 53 48

82 57 47 47

80 52 51 46

83 65 55 53

20 13 18 24

25 12 19 20

57 20 28 45

56 28 31 50

40 15 18 30

29 17 19 26

Adm.

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

50 49 47 40

43 43 36 31

42 43 55 26

43 43 37 30

35 38 32 21

42 41 39 23

14 14 13 12

14 13 13 17

26 25 24 21

12 12 12 15

9 11 8 8

16 13 13 12

Special Education

31

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

30 36 33 20 13 14 10 7 6 6 6

35 34 33 14 14 13 7 6 6 6 4

33 35 29 14 17 15 9

22 40 28 28 11 9 6

14 17 13 20 9 9 12 9 12 7 5

14 16 14 19 8 14 18 28 23 8 8

25 18 13 27 13 16 16

10 10 6

28 24 38 30 33 23 23 25 14 11 11 7 5 3 Not Included in Survey 11 10 8 7 6 6

7 4 5

GRADUATING STUDENTS 20212020201922 21 20 29 21 17 31 20 13 32 26 30 25 27 16 23 27 50 22 30 28 11 7 7 16 31 19 23 40 24 31 6 18 41 10 9

9 10 10

13 14 25 17 18 19 18 12 10 9 27 19 3 7 Not Included in Survey 17 16 9 8 10 13

201819 19 15 21 25 27 10 10 20 25 8 17

16 17 21 17 11 15 14 10 7 5

32

Perceived Demand & Institutions Offering (Colleges and Universities)

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 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 202324 L-H M-H M-H L-H L-H L-H H-H L-H M-H L-M M-H M-H M-H H-H 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-H M-H L-H H-H H-H M-H M-H H-H M-H

202223 L-H M-H M-H M-H L-H L-M H-H L-H M-H L-H M-H M-H M-H H-M L-H M-H M-M L-H L-H L-H L-M M-H M-H M-H L-M L-H L-M M-H L-H H-H H-H M-H M-H H-H M-H

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 M-H M-H H-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 M-H M-H H-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 M-H M-H M-H H-H M-H

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

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 M-H M-H H-H M-H

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

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

Special Education

Adm.

Elem./ Middle

Related Services

33 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 School Administrator High School Administrator Middle School 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 Adapted Physical Education

Low-High Demand exceeds Supply Low Supply & High Demand

High-Low Supply exceeds Demand High Supply & Low Demand

202324 L-H M-H L-H L-H L-M L-M L-H 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 M-H L-H L-H L-H

202223 L-H M-H L-H L-H L-H L-H L-H L-H M-H L-H M-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 L-H

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

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

2018- 2017- 2016- 2015- 2014- 201319 18 17 16 15 14 L-H L-H L-H L-H L-H L-H M-H M-M M-M M-M M-M M-M L-H L-H L-H L-H L-M L-M L-H L-M L-M L-M L-M L-M L-H L-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 M-H M-H M-H M-H M-M M-H L-M L-M L-M L-M L-M L-M L-H M-H M-H L-H M-H M-H M-M M-M M-M M-L M-L M-L H-M M-M H-M H-L H-L H-L M-H M-M M-M M-L H-M H-M M-H M-H M-M M-M M-L M-L M-M Not Included in Survey M-M M-M M-H M-M M-M M-M M-M M-H M-H M-M M-M M-M M-M M-H M-H M-M M-M M-M M-H M-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 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 L-H L-H L-H L-H L-H L-H M-H L-H L-H M-H M-H M-H M-H M-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 L-H Not Included in Survey

2023-24

2022-23

2020-21

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

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

Agriculture Education American Sign Language Arabic | Audiology Business Education | Chinese Cognitive Disabilities Special Education Computer Science Education Emotional/Behavioral Disorders Sp. 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

None

None

None

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

34

Perceived Supply & Demand (Colleges and Universities) 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)

Math & Science Education

Languages

Educational Fields

COLLEGES AND UNIVERSITIES 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

202324 3.63 3.58 4.56 3.67 4.27 3.50 3.96 4.00 3.51 3.40 3.59 3.43 4.00 3.47 3.95 4.24 3.39 4.22 4.25 4.05 3.20 4.48 3.80 3.71 3.56 3.53 3.60 4.23 3.60 4.45 4.55 4.38 4.38 4.68 4.63

202223 3.77 3.46 4.45 3.59 4.14 3.00 3.70 3.92 3.42 3.57 3.53 3.54 4.02 3.34 4.00 3.79 3.28 4.13 3.83 4.38 3.14 4.54 3.54 3.50 3.14 3.60 3.33 4.23 4.00 4.38 4.50 4.23 4.45 4.60 4.61

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

202021 3.67 3.18 4.38 3.33 3.50 3.17 3.36 3.68 3.04 2.92 3.22 2.89 3.66 2.91 3.29 3.56 3.11 3.85 3.67 3.68 3.47 4.41 3.48 3.34 2.92 3.15 3.73 3.93 3.20 4.27 4.39 4.32 4.43 4.45 4.52

201920 4.08 3.21 4.46 3.54 4.00 3.38 3.43 4.00 3.14 3.40 3.32 3.13 3.68 2.94 3.40 4.06 3.15 3.86 5.00 3.53 3.25 4.40 3.30 3.44 3.21 3.53 3.25 3.91 3.50 4.27 4.53 4.22 4.35 4.53 4.55

201819 3.61 3.16 4.58 3.30 3.88 3.19 3.15 3.79 2.83 3.08 3.09 2.82 3.67 2.67 3.33 4.03 3.04

4.18 3.89 4.01 3.46 3.15 3.36 3.36 3.52 4.07 4.33 4.14 4.09 4.38 4.37

20172016201518 17 16 3.61 3.85 4.00 3.03 2.86 2.87 3.93 4.47 4.45 3.20 2.98 3.16 3.39 3.88 3.75 3.16 2.78 2.82 3.23 3.02 2.84 3.71 3.84 3.72 2.95 2.81 2.53 2.79 3.25 3.19 3.15 2.81 2.93 2.82 2.51 2.43 3.70 3.58 3.54 2.80 2.51 2.34 3.50 3.72 3.52 3.57 4.04 3.65 3.13 2.98 2.76 Not Included in Survey Not Included in Survey 4.06 4.27 4.09 3.72 3.73 3.82 3.72 3.79 3.96 3.45 3.38 3.40 3.38 3.11 3.50 Not Included in Survey 3.31 3.25 3.30 Not Included in Survey 3.26 2.80 3.00 3.30 3.06 3.26 3.90 3.94 4.07 4.19 4.36 4.38 3.86 3.92 4.08 3.93 4.00 4.10 4.16 4.33 4.34 4.27 4.41 4.46

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

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 Adapted Physical Education

202324 3.83 4.23 3.55 3.71 3.36 3.08 4.00 4.14 4.15 4.15 4.04 4.02 3.97 4.31 4.21 3.80 3.89 3.89 3.88 4.80 4.68 4.59 5.00 4.11 4.82 4.73 4.88 4.76 4.50 3.92

Balanced (2.61 – 3.40)

202223 4.00 4.31 3.74 3.80 3.80 3.75 4.00 4.08 4.02 4.22 4.15 4.01 3.96 4.24 3.99 3.70 3.94 4.03 4.09 4.92 4.65 4.50 4.60 4.60 4.38 4.65 4.74 4.57 4.57 3.80

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

Some surplus (1.81 – 2.60)

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

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

35 Considerable surplus (1.00 – 1.80)

2018201720162015201419 18 17 16 15 3.71 3.83 4.08 3.54 3.93 3.45 3.15 3.18 3.33 3.03 3.57 3.86 3.73 3.69 3.42 3.68 3.38 3.33 3.17 3.12 3.75 3.36 3.64 3.91 3.59 3.50 3.40 3.53 3.87 3.57 4.20 3.67 4.10 3.87 3.55 3.93 3.48 3.61 3.53 3.55 3.78 3.56 3.55 3.53 3.37 3.33 3.13 2.95 3.42 3.29 4.00 3.85 3.88 4.00 3.80 3.44 3.29 2.99 2.80 2.74 3.07 3.01 2.75 2.70 2.42 3.68 3.62 3.36 3.38 3.18 3.32 3.01 3.04 2.81 2.80 3.26 Not Included in Survey 3.28 3.34 3.45 3.20 3.19 3.32 3.47 3.52 3.25 3.22 3.30 3.41 3.55 3.29 3.25 4.36 4.21 3.93 4.50 4.45 4.34 4.07 4.06 3.85 3.84 3.96 3.74 3.92 3.74 3.45 4.33 4.21 4.07 4.75 4.47 4.00 4.06 3.73 3.75 3.62 4.13 4.33 4.36 4.43 4.20 4.62 4.50 4.24 4.50 4.08 4.57 4.49 4.15 4.22 4.09 4.74 4.47 4.64 4.59 4.22 4.40 4.30 4.22 4.60 4.14 Not Included in Survey

36

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

2023-24 75% 14% 11% 2023-24 762 19 60 61 17 +18

2022-23 75% 17% 8% 2022-23 703 20 65 73 14 +22

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)

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

202324 41.8% 35.7% 13.6% 8.9% 2.10 202324 75.4% 19.2% 5.0% 0.4% 2.70 202324 60.1% 23.4% 4.7% 11.9% 2.32

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

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

HIRING CHALLENGES 2022- 2021- 202023 22 21 39.3% 32.9% 40.2% 29.5% 29.6% 36.8% 12.8% 16.2% 11.0% 18.4% 21.3% 12.0% 1.90 1.74 2.05 2022- 2021- 202023 22 21 79.4% 77.6% 60.5% 14.6% 15.9% 27.9% 5.2% 4.6% 9.2% 0.9% 1.9% 2.4% 2.73 2.69 2.47 2022- 2021- 202023 22 21 61.6% 61.6% 58.6% 20.7% 20.0% 26.0% 6.0% 8.5% 7.2% 11.6% 9.9% 8.2% 2.32 2.33 2.35

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

201920 42.9% 31.8% 13.5% 11.7% 2.06 201920 67.5% 23.9% 6.0% 2.7% 2.56 201920

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

201819 50.8% 28.3% 12.9% 8.0% 2.22 201819 67.6% 22.8% 7.7% 1.9% 2.56 201819

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

201718 48.6% 32.1% 12.1% 7.1% 2.22 201718 64.8% 28.1% 6.4% 0.7% 2.57 201718

2015-16 88% 10% 2% 2015-16 1138 12 81 99 25 +43

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

Not Included in Survey Not Included in Survey

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

2014-15 88% 8% 1% 2014-15 1440 N/A 123 123 24 +24

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

37

Perceived Demand & Institutions Offering (School Districts)

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

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

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 202324 L-H M-H M-H L-H L-H L-H H-H L-H M-H 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 L-H M-H H-H H-H M-H M-H H-H M-H

202223 L-H M-H M-H M-H L-H L-H H-H L-H M-M L-H M-H M-M M-H H-M L-H M-H M-H 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

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

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

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 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

2017- 2016- 201518 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

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

Special Education

Adm.

Elem./ Middle

Related Services

38

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 Adapted Physical Education

Low-High Demand exceeds Supply Low Supply & High Demand

High-Low Supply exceeds Demand High Supply & Low Demand

202324 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-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 L-H

202223 L-H M-H L-H L-H L-H L-H L-H L-H M-H L-H M-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 L-H

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

2018- 2017- 20162015201419 18 17 16 15 L-H L-H L-H L-H L-H M-M M-M M-M M-M M-M L-H L-H 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 L-H L-H L-H L-H M-H M-H M-H M-H M-H L-H L-H L-M L-H L-H L-H M-H M-H L-H M-H M-M M-M M-M M-M H-M H-M M-M H-M H-L H-L M-H M-H M-M M-M 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-M M-M M-H M-M M-M M-H M-M M-M M-M M-H M-H L-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 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 L-H L-H M-H L-H M-H L-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 Not Included in Survey

2023-24 Adapted Physical Education 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 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

2022-23 Agriculture Education Computer Science Education Dance Education Family and Consumer Science Journalism Education Speech 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 Adapted Physical Education Cognitive Disabilities Special Education Emotional/Behavioral Disorders Special Ed. Hearing Impaired Special Education Learning Disability Special Education Multicategorical Special Education Severe/Profound Disabilities Special Ed. Visually Impaired Special Education

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

None

None

None

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

202324 4.17 3.72 4.46 3.72 4.01 3.66 3.66 4.09 3.42 3.64 3.75 3.09 3.80 3.15 4.23 3.97 3.72 4.50 4.76 4.59 4.57 4.27 4.19 4.41 4.56 4.73 4.50 4.71 4.15 4.29 4.45 4.21 4.29 4.44 4.54

Balanced (2.61 – 3.40)

202223 4.24 3.70 4.46 3.60 3.98 3.64 3.76 3.94 3.38 3.61 3.70 3.16 3.94 3.18 4.29 4.07 3.69 4.50 4.47 4.55 4.33 4.32 4.26 4.24 4.45 4.53 4.51 4.43 4.27 4.37 4.50 4.37 4.42 4.48 4.58

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

Some surplus (1.81 – 2.60)

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

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) 2017- 2016- 201518 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

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 Adapted Physical Education

Balanced (2.61 – 3.40)

202324 4.22 3.92 3.75 3.74 4.10 4.06 4.01 4.12 4.32 4.06 4.34 3.79 3.59 3.98 3.69 3.54 3.42 3.59 3.52 4.56 4.48 4.45 4.70 4.56 4.51 4.55 4.58 4.72 4.61 4.10

202223 4.26 3.97 3.79 3.83 4.15 4.13 4.03 4.18 4.32 4.07 4.34 3.77 3.61 4.05 3.80 3.60 3.52 3.62 3.56 4.62 4.50 4.48 4.62 4.55 4.51 4.54 4.64 4.74 4.64 4.09

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

Some surplus (1.81 – 2.60)

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

40 Considerable surplus (1.00 – 1.80)

2019- 2018- 2017- 2016- 2015- 201420 19 18 17 16 15 4.18 4.19 4.24 4.20 4.27 3.98 3.33 3.32 3.29 3.26 3.26 2.98 3.56 3.57 3.41 3.49 3.51 3.48 3.64 3.57 3.58 3.66 3.52 3.52 4.05 4.07 4.11 4.11 4.15 4.20 4.05 4.06 4.10 4.09 4.11 4.13 3.87 3.83 3.88 3.78 3.80 3.68 4.09 3.96 4.04 4.07 3.96 3.94 4.13 4.17 4.12 4.04 3.96 3.97 3.71 3.73 3.56 3.52 3.53 3.48 4.27 4.36 4.38 4.44 4.34 4.44 3.26 3.27 3.26 3.18 3.05 2.69 2.96 3.05 3.03 2.92 2.81 2.34 3.74 3.64 3.67 3.67 3.48 3.34 3.27 3.34 3.28 3.28 3.12 2.89 3.15 3.18 Not Included in Survey 3.04 3.11 3.17 3.16 3.19 3.26 3.28 3.38 3.42 3.54 3.57 3.63 3.19 3.24 3.34 3.35 3.19 3.26 4.39 4.51 4.47 4.41 4.32 4.39 4.43 4.47 4.42 4.34 4.35 4.33 4.23 4.31 4.28 4.33 4.20 4.32 4.59 4.64 4.58 4.58 4.54 4.55 4.53 4.62 4.51 4.60 4.47 4.53 4.32 4.40 4.35 4.31 4.20 4.25 4.37 4.40 4.36 4.35 4.27 4.25 4.52 4.55 4.48 4.52 4.39 4.41 4.59 4.68 4.67 4.61 4.57 4.61 4.57 4.64 4.59 4.60 4.50 4.51 Not Included in Survey

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 - 2024 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 2023 2024

1.00

Year 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001

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 3.68

Year 2002 2003 2004 2005 2006 2007 2008 2009 2010 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024

Perceived Demand 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 4.05 4.03

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

202324 58.1% 13.4% 8.3% 10.1% 10.1% 202324 18.3% 29.9% 51.8%

Urban Suburban Rural

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

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

202324 2 15 6 18 13 41 36 30 10 1 0

202324 24.4% 19.8% 8.1% 9.3% 38.4%

202223 3 11 5 25 13 39 34 33 10 1 0

202323 54.3% 13.8% 10.3% 8.6% 12.9% 202323 20.5% 32.3% 47.2%

202223 25.6% 17.0% 9.1% 12.5% 35.8%

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

202122 66.0% 10.8% 8.9% 4.6% 9.7% 202122 15.6% 26.2% 58.2%

202122 22.4% 20.5% 9.9% 11.8% 35.4%

202021 41.4% 16.9% 14.5% 12.4% 14.8% 202021 16.7% 39.2% 44.0%

202021 21.4% 17.9% 10.1% 13.7% 36.9%

Colleges/ Universities 20202019201821 20 19 6 5 9 10 10 16 4 9 8 20 25 16 15 15 15 39 51 32 33 30 34 32 43 43 9 6 6 0 1 2 1 1 1

201920 28.0% 22.0% 18.1% 15.1% 16.9% 201920 20.7% 44.6% 34.7%

SCHOOL DISTRICTS 2018201719 18 25.7% 26.8% 18.0% 22.1% 22.6% 17.4% 15.9% 15.6% 17.7% 18.1% 2018201719 18 24.9% 23.2% 42.1% 40.7% 33.0% 36.1%

201617 28.3% 16.8% 13.7% 15.0% 26.1% 201617 26.9% 41.9% 31.3%

201516 28.0% 21.2% 16.9% 14.8% 19.1% 201516 23.7% 44.8% 31.5%

201415 12.8% 13.5% 21.3% 23.4% 29.1% 201415 30.9% 47.5% 21.6%

COLLEGES AND UNIVERSITIES 201920182017201620 19 18 17 23.5% 21.1% 21.5% 19.7% 24.5% 15.6% 13.0% 18.5% 8.0% 11.7% 10.7% 10.7% 10.0% 12.8% 11.9% 15.7% 34.0% 38.9% 42.9% 35.4%

201516 23.4% 16.0% 9.7% 13.1% 37.7%

201415 14.8% 16.8% 10.7% 15.4% 42.3%

School Districts 20212020201922 21 20 26 16 22 74 93 67 42 21 19 83 24 29 20 12 12 37 50 55 51 29 45 30 38 74 8 7 4 2 7 4 0 0 1

201819 24 61 23 31 16 65 46 49 8 3 0

201718 9 10 6 26 17 42 30 41 10 0 0

202324 10 28 21 50 26 35 68 35 5 3 0

202223 12 30 18 23 34 35 57 28 1 0 0

201718 17 56 14 20 21 56 32 46 4 8 0