Most Public Schools Face Challenges in Hiring Teachers and Other Personnel Entering the 2023-24 Academic Year

Note this item from the folks at IES that might impact readers of this space – given the teacher shortage and the potential to use online learning as a way to address that issue.

The National Center for Education Statistics (NCES) releases today the latest round of findings from the School Pulse Panel (SPP). These SPP data examine teaching and non-teacher staffing, technology/digital literacy, and community partnerships as reported by school leaders in U.S. public schools. Key Findings Staffing for 2023-24 School Year Forty-five percent of U.S. public schools report feeling that they are understaffed entering the 2023-24 school year, a decrease from the 53 percent of schools who felt understaffed entering last school year (2022-23). For public schools that report feeling understaffed, 67 percent of schools that have classroom aides report feeling understaffed in this area. Sixty-three percent that offer special education services report feeling understaffed in this area. Outside of the classroom, public schools report feeling understaffed with their transportation staff (61 percent) and mental health professionals (49 percent). Among public schools employing these positions, the top two most prevalent teaching positions that needed to be filled entering the 2023-24 were general elementary teachers (71 percent) and special education teachers (70 percent). Based on public schools’ reports of positions being “somewhat” or “very difficult” to fill, some of the most difficult positions to fill entering this school year were special education (77 percent), physical science (77 percent), and foreign language teaching positions (76 percent). The top two most prevalent non-teaching staff vacancies that needed to be filled entering the 2023-24 school year were classroom aides (75 percent) and custodial staff (49 percent). Based on public schools’ reports of positions being “somewhat” or “very difficult” to fill, some of the most difficult non-teaching positions to fill entering this school year were transportation (92 percent) and custodial (78 percent) staff. For both teaching and non-teaching vacancies, public schools reported too few candidates applying (70 and 61 percent, respectively) and an overall lack of qualified candidates (66 and 52 percent, respectively) as the top two hiring challenges entering the 2023-24 school year. Eighty-six percent of public schools reported challenges hiring teachers entering the 2023-24 school year and 83 percent reported hiring challenges for non-teaching staff. Technology and Digital Literacy Entering the 2023-24 school year, 44 percent of U.S. public schools reported providing internet access to students who need it at their homes. This is approximately the same percentage of schools that did so entering the 2022-23 school year (45 percent) but is a decrease from the percentage of schools that did so entering the 2021-22 school year (70 percent). Ninety-five percent of public schools provided digital devices (laptops, tablets, etc.) to students who need them for the 2023-24 school year. Seventy-five percent of public schools provided digital literacy training to their students, while 27 percent offered this to students’ families. Community Collaboration Sixty percent of U.S. public schools utilized a “community school” or “wraparound services” model, in which a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.). This is an increase from the 45 percent of schools that utilized these models during the 2022-23 school year. Among all public schools, the most prevalent community services provided through school partnerships are mental health care (66 percent), nutrition/food assistance (55 percent), and volunteering opportunities (43 percent). The findings released today are part of an experimental data product from the School Pulse Panel and were collected between August 8 and August 23 of this year. These data were collected from 1,319 participating public K-12 schools from every state and the District of Columbia. Experimental data products are innovative statistical tools created using new data sources or methodologies. Experimental data may not meet all NCES quality standards but are of sufficient benefit to data users in the absence of other relevant products to justify release. NCES clearly identifies experimental data products upon their release.   All data released today can be found on the School Pulse Panel dashboard. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation, statistics, and assessment.

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