Tag: teacher workforce

Governor Newsom Proposes New Investments in Math and Science Teachers

The governor unveiled his proposed 2020-21 budget last week, which includes record-high levels of K-12 and community college funding—a $3.8 billion dollar increase over last year. This includes $900 million for K–12 educator recruitment and development, building on a nearly $150 million investment from last year’s budget.

These new investments are an attempt to address the statewide teacher shortage, which is most acute in the high-need subjects of math and science (special education is also a high-need area). The hope is that these investments will pay dividends in improving the size and the quality of the teaching force in these subjects, which are important for college success and for jobs in the 21st century economy.

Most notably, the proposed funding includes one-time increases to address teacher shortages in key ways:

  • $350 million in competitive grants for teacher professional development
  • $193 million to address teacher shortages in high-need subjects
  • $175 million for residency programs to prepare and retain teachers in high-need subjects
  • $100 million to fund $20,000 stipends for teachers in high-need subjects at a high-need school for at least four years

Schools across the state face critical teaching shortages in math and science, leading many schools to increase their reliance on less-credentialed and less-experienced educators. Difficulty in staffing these subjects also means that some schools must reduce course offerings, impeding student access to math and science coursework. Indeed, the number of new math and science teaching credentials has not matched demand for such teachers in recent years. In fact, the number of new math credentials has actually fallen over the past two years, constraining schools in both hiring and course offerings.

figure - Demand Outpaces Supply for New Math and Science Teachers

These continued shortages have important implications for student opportunities in STEM fields. For example, nearly one-third of high school graduates do not meet current UC and CSU requirements for science coursework, and many schools do not have the number of teachers required to offer three or four years of math and science to all interested students. Proposed increases to science eligibility requirements for UC admission—and for math requirements at CSU—mean that increasing the supply of qualified new math and science teachers is more essential than ever. Continued shortages will make it difficult to both accommodate this increased demand and to address equity gaps in the availability of high-quality math and science coursework.

In this light, the governor’s proposal provides reason for optimism. Increased funding for teacher recruitment and retention should help to encourage young adults to enter teaching and retain those who do. And more money for training and development should help to ensure that schools are able to choose among qualified teachers. Whether this will be enough to truly make a dent in the state’s teacher shortage remains to be seen; it depends crucially on whether these investments will be continued in future years or end up as one-time relics from a strong budget year.

California Needs More Math and Science Teachers

Recent reforms in educational standards—including the Common Core math standards and the Next Generation Science Standards—have altered the expectations placed on California’s teachers. Other changes, such as requiring college prep courses for high school graduation, will further increase the demand for math and science teachers. The state’s teacher workforce has already changed significantly in the past 15 years, but it will need to further evolve to meet the demands of the future.

These are a few of the challenges ahead:

  • Although the number of math and science teachers has increased in the state, there are fewer of them than in other core subjects. As a result, the average class size in math and science at all levels is larger in California than in other states. For instance, the average class size for high school science in California is 27, well above the national average (22). Similarly, average enrollment in high school math is 25, which is again higher than the national average (21).
  • The teacher workforce in math and science is aging rapidly. In 2016, the median age of the state’s math and science teachers was 44, three years older than the national average. In the next five years, California will need to replace at least 11% of these teachers due to retirement. About 12% of districts will need to replace at least 20% of their teachers.
  • The composition of the teacher workforce in math and science has changed in recent years, yet it still does not reflect the diversity of California students. In the 2000–01 school year, only 10% of math and science teachers were Latino; today, 17% of them are (while 54% of the student body is Latino). The share of Asian teachers has increased slightly, while the share of African American teachers remains unchanged. Research shows that teachers of color play a critical role in helping students of color succeed.

As California’s schools continue to implement new math and science standards, the challenge of developing a larger and more diverse teacher workforce will loom large. There are examples of efforts both in California and in other states designed to address some of these challenges. For example, Call Me MISTER in South Carolina aims to recruit college students to increase the incoming teacher pool, while other programs—like Boston Public Schools’ High School to Teacher Program—reach out to students in high schools. In addition, some programs focus on recruiting members of the local community (e.g., Teach Tomorrow in Oakland, the San Francisco Teacher Residency program, and the Grow Your Own programs in Illinois).

These initiatives represent potential models, but they would need to scale up quickly to address the challenges ahead. PPIC’s ongoing research into the implementation of the Next Generation Science Standards suggests that the high demand for quality science teachers is an emerging implementation concern.