docreategapsthatneedtobeaddressedthroughongoinghiringandrecruitment initiatives.Butfartoooften,whenteachersleave,theyquittheprofession entirely,andthistrendisgettingworse.Accordingtothe NationalCenterfor EducationStatistics' mostcurrentdata,thenumber(orshare)of“leavers”does notclearlyexceedthatof“movers”inpublicschools,thoughinprivateschools “leavers”arehigher(sourcehere: https://nces.ed.gov/pubs2024/2024039SummaryM.pdf).
Itisnowwidelybelievedthat"teachershortages"arecausedbythingslikerising studentenrollment,reducedclasssizes,andretirements,andthatthereisnot enoughnewteachersupplytomeetthesedemands.Inactuality,however,we significantlyexpandedthepoolofavailableprofessors.Theissueisthattherate ofteacherattritionhasbeenrisingmuchmorequickly.Teachersaredisappearing morequicklythantheycanbereplaced.Theissueofteacherretentionhas spreadacrossthecountry.
Thesepatternscouldbeinfluencedbytheeconomy.Someinstructorslefttheir schoolsduringtheeconomicboombecauseoftheabundanceofappealingjob optionsthatofferedhighercompensationandworkingconditions.Inthewakeof aneconomicslump,thistrendseemstohaveslowedmorerecently.
Manydistrictsarereportinggreatersuccessinhiringsuitableteachersforthat schoolyear,andinmanystates,teacherturnoverseemstobelevelingoffas fewerinstructorsdecidetoretireorrelocateforotherpositions.Thecountry's schoolsareprobablygoingtobenefittemporarilyfromthis.Someschoolsare discoveringthattheycaneffectivelyhireinstructorseveninaweakeconomy. Whentheeconomyimproves,thetruetestwillbewhethertheycanretainthem. Theyarenotbenefitingfromthetrends.However,withoutreversingthe cripplingratesofteacherturnoverthatarecompromisingthequalityof instructioninsomanyschools,noteachersupplyapproachwouldeverachieve thesegoals.
"Howcanwefindandpreparemoreteachers?"isthequery.concentratesonthe symptominsteadoftheissue.Perhapsmoreprecisely,the"shortage"ofteachers isactuallymerelytheoutwardmanifestationofalargerproblemwithhigh turnoverandrisingattritionrates."Howcanweretainthequalifiedteacherswe havealreadyhired,trained,andrecruitedlongenoughforthemtobecome successfuleducators?"isabetterquestiontoasknow.Wecanbettergraspthe
scopeoftheissueandthesignificanceofthesolutionbytakingacloserlookat thefigures.
ManyanalysessaytheUnitedStatesisnotgeneratingquiteenoughnewteachers tomeetdemand,especiallyincertainsubjects,places,andwhenyoufactorin retirementsandattrition.Overthepasttenyears,thecountry'steacher preparationsystemhasbeenactivelyaddressingtheriseinteacherdemand.
Overall,thecountry'steachersupplyhassignificantlyexpanded,andittypically generatesenougheducatorstosatisfythegrowingdemandsoftheyear.The teachersupplyissufficienttosatisfythedemand,withtheexceptionofthe specializedfieldsofscience,math,specialeducation,andbilingualeducation.
Inaddition,thereisasizablenationalpoolofpeoplewithpriorteaching experienceaswellasthosewhostudiedtobecometeachersbutneverpursued thecareer.TheCensusBureaureportsthatin2024,asubstantialshareofU.S. adults(ages25+)heldabachelor’sdegreeorhigher(notspecificallyineducation). Butthatstatisticisaboutallfieldsofundergraduatestudy,notjustthefieldof “education.” (Source: https://www.census.gov/newsroom/pressreleases/2025/educational-attainment-data.html)
DatafromthePewResearchCenternotesthatinrecentyears,fewerU.S. graduatesaremajoringineducation.In2022,collegesanduniversitiesconferred ~85,057bachelor’sdegreesineducation(i.e.asafieldofstudy)-sourcehere: https://www.pewresearch.org/short-reads/2022/09/27/a-dwindling-numberof-new-u-s-college-graduates-have-a-degree-in-education/
Manyothershaveamaster'sdegree,aminor,orsomeothereducational certificationinadditiontotheirmajorinanotherdiscipline.Additionally, hundredsofteachershavejoinedtheclassroomthroughmanyroutesoverthe years.Thereisprobablyateacherreserveinpracticallyeverystatethatisgreater thanthenumberofteacherscurrentlyteaching.Theissueisnotsupply.
Thenwhatistheissue?Toofewoftheteacherswehavetrainedarechoosingto workintheschools,andtoomanyofthosethatareemployedleavebeforethey havehadachancetoworkwiththeirpeerstocreateahigh-qualitylearning environment.Agrowingnumberofrecentlygraduatedteachersandthosewith fiveormoreyearsofexperiencearequittingtheirjobs;wearelosingthemmore quicklythanwecanreplacethem.Theanswerhasbeentotrytokeepthebucket
fullbyhiringmoreinexperiencedandunderpreparedteachersmorequickly,but thishasanegativeimpactonthestandardofinstructioninmanyschools.Why? Becausetheseinexperiencedinstructorsmovethroughtheschoolssoquicklythat theydon'thaveenoughtimetobecomeproficientintheirroles.
Thebucket'sleakhasbeengettingworseovertime.Theturnoverratefor teachersishigherthanthatofmanynon-teachingoccupations.Furthermore,the statisticsaboutteacherattrition—thenumberofteachersquittingtheirjobs entirely—areveryconcerning.Aboutone-thirdofAmericanteachersquittheir jobswithinthefirstthreeyearsofteaching,andalmosthalfmaydosowithinthe firstfiveyears,accordingtoastudyofthemostrecentfiguresfromtheNational CenterforEducationStatistics.Eventhoughbetween20and25percentof teacherswhoquitmayeventuallyreturntotheclassroom,thesedeparturesand returnsneverthelessaddtothehighrateofturnoverinschoolsthatdegradesthe qualityofinstruction.Itshouldcomeasnosurprisethatattritionishighestin urbanschoolswithlowincomes.Actually,comparedtoinstructorsinother schools,thetotalturnoverrateforteachersinhighpovertyareasisoverathird higher.
Everyyear,manyschoolsseeanetlossofteachingstaffdespitetheirbest attemptstohirenewinstructors.Weoughttobeaskingamorehelpfulquestion whenwehearthelamentsaboutwhereteacherswillcomefromandthealarms abouthowmanyteachersmustbehiredthisfall:"Howmanyinstructorsleftlast spring—andwhy?Everystateandregionhavetheissueof teacherretention, albeittovaryingdegrees.Importantly,alargenumberoftheteacherswhoquit hadnotbeenintheclassroomforverylong.Consideringthelargepercentageof inexperiencedteachers,thismightnotcomeasasurprise.
However,theskepticsfrequentlyask:Doesn'tthehighrateofteacherattrition stemfromhighretirementrates?Notnearlyasmuchaswemaybelieve.More peoplearequittingteachingfornon-retirementreasons,andifteacherturnover andattritionwerelower,thenumberofretireesmightbeeasilybalancedby availablenewhires.
Itisaccuratetosaythatmanyoftheteacherswhoarecurrentlyteachingwere employedandaregettingclosetoretirement.It'salsotruethatthenumberof peopleretiringhasbeenrisingannually.However,theoverallnumberofteachers employedintoourschoolsfromallsourcesismuchgreaterthanthenumberof retiringteachers.
Thenumberofteachersquittingtheirjobsfornon-retirement-relatedreasons (suchasinsufficientcompensation,alackofprofessionalsupport,orinadequate schoolleadership)isnearlythreetimesthatofthoseretiring.Thesefactorsalso contributetotheearlyretirementofsomeseasonededucators.Ultimately,the totalnumberofnewandreturningemployeesmuchoutnumberstheretirement rate.Ourteachertrainingsystemcouldeasilysupportthecurrentretirement rate,evenwithoutusingthereservepoolofformerteachersandthosewith teachingdegreeswhonevertaught.Theteachershortageisbeingexacerbated bythehighattritionrateamongthosewhoarenotretiring.
Whyaresomanyschoolsstrugglingtofilltheirclassroomsandwhyarethereso manyunderqualifiedteachersinAmerica'sschools,particularlyinthecities,ifthe countryisgenerallyproducingasufficientnumberofpeoplewhoarepreparedto teach?Itcouldbemoreaccuratetocharacterizethese"shortage"issuesasissues withteacherrecruitment,distribution,andretention.Increasingthesupplyalone won'thelpschoolsanddistrictsdealingwithchronicteachershortagesand turnoveruntilwealterthefactorsthataffectteacherdistributionandretention.
Accordingtothedata,approximately8%ofpublic-schoolteachersleavethe professioneachyear.Giventheapproximately3.2millionpublicschoolteachers intheU.S.,thisequatestoover250,000teachersdepartingannually- Source: https://nces.ed.gov/whatsnew/press_releases/12_13_2023.asp
Inthe2022–23schoolyear,about23%ofteacherslefttheirschool,with30%of newteachers(rookies)movingtodifferentschools- Source: https://www.erstrategies.org/tap/teacher-turnover-trends-analysis/
By2028,it'sestimatedthatapproximately575,000publicschoolteacherswill leavetheircurrentschools,withanother600,000planningtomovetonew schools- Source: https://www.umassglobal.edu/blog-news/teacher-turnover. Withcomparativelylargeflowsinandoutofschools,teachingisbecomingmore andmoreofa"revolvingdooroccupation."
Thereareundoubtedlyshortagesinparticularstatesanddistricts,butevenwhen theyarenearorevennexttooneanother,therearefrequentlysurplusesin others.Stateswithmoreteacherpreparationinstitutesandbetter compensation,whencombinedwithschooldistrictpoliciesthatfavorhigh-quality instruction,generallyhavelessdifficultyhiringteachers.Itgoeswithoutsaying
thatwealthierschooldistrictsfrequentlyhaveanexcessofteachers,whereasless wealthydistrictsthatprovidelowerpayandlessdesirableworkingcircumstances struggletofindnewhires.Theareaswiththehighestratesofstaffingshortages includeinnercitiesandthequicklyexpandingSouthandWest.
Manycompetenteducatorsfailtolandorremaininpositionswheretheyare mostneededatthelocallevel.Usually,themosttalentededucatorsare "recruitedout"todistrictsorschoolswithgreaterfunding,bettersupport,and highersalaries.Increasingteachersupplywilljustcoveruplong-standingissues withattritionandturnover,particularlythosefacedbyschoolsinunderprivileged communitieswherepayispoorandworkingconditionsarefrequentlyintolerable.
Thescarcityisself-inflictedinseveralstatesanddistricts.Inmanyplaces,the hiringofunderqualifiedteachersinresponsetoapparentshortageswascaused morebylabormarketsupplyissuesthanbylabor-intensivehiringproceduresthat turnedawayqualifiedapplicantsandhinderedpromptandefficienthiring.
Someschoolsystems,forinstance,usemulti-steprecruitingmethodsthatinclude alaboriousmazeofineffectivesteps.Manyeligiblecandidatesaredeterredbyan employmentprocedurethattakesmonthstofinishandinvolvesmountainsof formsandpaperwork;theyarenaturallyhesitanttowait.Likewise,alotofstates demandindividualswhoarefullycertifiedandcredentialedfromother jurisdictionstofulfillredundantrequirementsforteachingcertificates,which forcesthemtoretrainwhentheyshouldbeimprovingtheirabilities.Additional obstaclesincludethelackofpensionportabilitybetweenstates,thelossofsalary creditforteacherswhorelocate,teacher-transferprovisionsthatdelaynewhiring decisionsuntilAugustorSeptember,andlatebudgetdecisionsmadebystate legislaturesandlocalschoolboardsthatimpedeasmoothhiringprocess.
Distributionissuesbroughtaboutbygovernmentpoliciesthatcontinuetoview schoolingaspurelyanadhoc,localendeavoralsocontributetosomedeficits. Inequalitiesindistributionhavenationalrepercussionseventhough education in thiscountryisastateandmunicipalresponsibility.
Atthenationallevel,therearen'tmanyinitiativesdesignedtoattractpotential teachersfromoversuppliedprofessionsandregionstothosethatarebecoming moredifficulttostaff.Thereisnocomparablenationalprogramtohelpmanage theteachingworkforce,unlikemedicine,wherethefederalgovernmentactively
workstocountershortagesbysupportingtrainingslotsinmedicalschoolsand providingscholarshipstoapplicantsinshortagedisciplines.
Stateshavedifferentlevelsofsupplyanddemand.Asteacherexportstates, somestateshavealotofteachereducationinstitutionsthatconsistentlyproduce moreteachersthanthelocaldistrictsrequire.Thesestatessupplyotherstates withmoreteachersthantheyrequireintheirownstates.
Despitetheirrapidlyincreasingstudentenrollments,otherstatesprepare comparativelyfewinstructorsduetotheirlessdevelopedinfrastructurefor teacherpreparation.Iftheyhavenotestablishedtheaggressiverecruitment tacticsandreciprocityagreementsrequiredtorespectteachinglicensesgranted byotherstates,theyareespeciallyvulnerable.Thechallengesofgettingteachers fromwheretheyaretrainedtowheretheyarerequiredareexacerbatedbyalack ofreciprocityinlicensure,insufficientincentivesforattractingteacherstohighdemandplaces,andpoornationalandregionalinformationregardingopenings.
Additionally,certainfieldshaveamoreacuteteachershortagethanothers.For instance,theresultsindicatethattherearenotenoughapplicantstofilltheneed forinstructorsinspecialeducation, bilingualeducation, mathematics,andthe physicalsciences. Statesthathavenotimplementedparticularinitiativesand incentivestorecruitandequipteachersinthesesectorsarelikelytohavemore severeshortagesinsubjectareas.
Alackofmarketresponseamongteacherpreparationprogramsthatcontinueto createanexcessofelementaryeducationteacherswhilerecruitingandpreparing toofewteachersinhigh-needsectorslikemathematicsandsciencesmayalsobe thecauseofsubject-specificshortages.
Inseveralofthesedisciplines,teacherattritionisquitehigh.Forinstance,the nationalattritionrateforspecialeducationteachersiscloseto20%annually (source:
https://spark.bethel.edu/cgi/viewcontent.cgi?article=2102&context=etd),and incertainstatesanddistricts,itcanbefarhigher.Thesehighattritionrates suggestthatsupply-sidetacticswon'tbeenoughtomeetdemandontheirown.
Bydevelopingconsiderablenewrecruitmentandpreparationprograms,aswell asbyprovidingsizeableservicescholarshipsandforgivenloans,several governmentsareaddressingshortagesinparticularfields.However,
governmentswouldbewisetosupplementtheireffortswithprogramstolower theabnormallyhighattritionratesinthesedisciplinesiftheywanttofullybenefit fromtheirfocusedinvestmentsinhigh-needteacherpreparationrecruiting.
Insummary,thereisongoingpressuretohiremoreteachersduetohighturnover ratesandthechronicattritionofnewteachers.Aslongasoverhalfofallnew teachersquitbeforetheirfifthyearintheclassroom,theobjectiveofhavinga competent,caring,qualifiedteacherforeverychildwillremainunachievable. Teacherdemandisgrowing,whilesupplyisdeclining.
-Studentenrollmentsareprojectedtorise,meaningmoreteacherswillbe neededjusttomaintaincurrentstudent-teacherratios.
-Pupil-teacherratiosareshrinking(i.e.moreteachersperstudent),which increasesdemand.
Attritionandretirementsarelargefactors.
-Manyteachersleavebeforeretirementage.Highattritionreducesthenet numberofteachersavailable.
-Anagingteacherworkforcemeansretirementswillremovesignificantnumbers.
Teacher preparation/newentrantsaredecreasing.
-Enrollmentinteacherprepprogramsdroppedafterthe2008-09recession.
-Completions(graduatesfromteacherprep)havedeclined,leveledoff,andonly morerecentlystartedtosomewhatincrease.
There'sagap:Notallnewteachersimmediately(orever)enterteachingroles.
-Somegraduatesfromteacherprepdon’tgointoteachingrightaway,oratall. Othersmaynotgetcertifiedforcertainhigh-needassignments.
Persistentshortagesandunfilled/underqualifiedpositions.
-Manyschooldistrictsreportteachershortages,especiallyincertainsubjects: specialeducation,STEM(science,math),bilingualeducation.
-In2025,about411,500teachingpositionswereeitherunfilledorfilledby teachersnotfullycertified.That'sroughly1in8allteachingpositionsnationally.
(Source: https://learningpolicyinstitute.org/blog/2025-update-latest-nationalscan-shows-teacher-shortages-persist)
JeffPalmer isateacher,successcoach,trainer,CertifiedMasterofWeb Copywritingandfounderof https://EbookACE.com.Jeffisaprolificwriter,Senior ResearchAssociateandInfopreneurhavingwrittenmanyeBooks,articlesand specialreports.
Source: https://ebookace.com/there-is-a-national-crisis-in-teacher-retention/