A recently published brief has starkly pointed to evidence showing that uncertified teachers are directly linked to declines in student achievement. It also found that students with new uncertified teachers performed significantly worse in reading and math, a concerning trend that demands our attention.
—Policy Brief, Dr. Jacob Kirksey of Texas Tech University
According to the Annenberg Institute at Brown University, a staggering number of over 163,000 teachers in the United States in 2022 were not qualified for their jobs. They often held only an emergency certification or worked in a subject or grade not covered by their credential. This same pattern has been evolving in most states. To put it into perspective, here are some examples from a few states:
- Alaska: The Anchorage School District is struggling to hire enough teachers and other staff to address increasing vacancies. In 2023-24, there were around 400 unfilled positions district-wide.
- Missouri: There are over 3,000 non-certified teachers in classrooms across Missouri. The Department of Elementary and Secondary Education said inappropriately certified means an educator is teaching in a content area for which they don’t have the appropriate certificate, directly impacting the quality of education their students receive.
- South Carolina: There were 1,400 teacher vacancies at the start of the 2023-24 school year, according to the Center for Educator Recruitment, Retention, and Advancement.
- California: A recent study in 2020-21 recorded that almost 5,800 interns and 6,100 teachers were on emergency permits. They projected that by 2025, with the expansion of kindergarten throughout the state, another 15,000 credentialed teachers would be needed.
- Texas: According to a Dallas Morning News study, one in three new teachers hired across Texas during the 2022-2023 school year were uncertified. Approximately 15,300 new teachers were hired without a Texas certification, a 650 percent increase from 2010 (Menchac, Kelly, and Goodwin, 2024).
Growing shortages in some other countries
The following are the main concerns on teacher shortages and unqualified persons highlighted by an international educator. He referred to them as ‘worldwide concerns:
- A growing middle class seeks opportunities for their children to become well-educated.
- University-based teacher education programs cannot fulfill the growing demand for teachers.
- Government, private and international schools are employing a growing number of individuals (often 10% to 30% of employed teachers) who have not, through valid assessment against recognized standards, demonstrated their ability to guide students’ learning in their care.
- Concerned school administrators realize they do not know where they will find teachers for the schools they are building and the students they intend to enroll.
- Does it matter that teachers are not qualified as long as they have a university bachelor’s degree and a willingness to try teaching? Yes, it does! (Kissock, 2017).
The nationwide teacher shortage in the U.S. and many other countries has led to alarming and worrisome consequences as long-term non-credentialed substitutes are being hired to cover many classrooms. This unprecedented situation has persisted for nearly a decade, resulting in students being taught by individuals who are not fully qualified as teachers. This demands not just attention but immediate and decisive action.
As educational leaders, we must urgently address this critical issue. The presence of unqualified individuals in the classroom is not a distant threat but a pressing reality already affecting the quality of education, student outcomes, the overall learning environment and a student’s future. Immediate action is imperative.
The following areas need to be remediated and changed:
- Lack of specialized training: Long-term substitutes may not possess the pedagogical expertise, classroom management skills and subject-matter knowledge required to engage and support students effectively.
- Disruption to learning: Frequent changes in classroom leadership can disrupt the continuity of instruction, making it challenging for students to maintain focus and progress academically.
- Diminished educational quality: Without the guidance of a fully qualified teacher, students may miss out on essential learning opportunities, leading to gaps in their knowledge and skills. The teacher shortage is a complex challenge but as educational professionals, we have the power to make a difference. We cannot afford to let our students suffer the consequences. We are responsible for ensuring that every child receives the high-quality education they deserve.
For over a decade, states have been aware of the looming teacher shortage, yet many have failed to take meaningful action. This crisis has persisted due to an overreliance on universities and four-year colleges that have not been able to provide the number of new teachers needed during the past decade. There has also been a severe lack of engagement from policymakers, state and district boards of education, and local districts.
It is now the time to provide a new pipeline for preparing teachers
The teacher shortage is no longer a distant concern but a pressing reality that demands immediate attention. States can no longer afford to view this issue through a rosy-glass lens. The time for inaction has passed. The number of teacher shortages in many states is now considered a crisis.
Community colleges have started offering a new pipeline that has been greatly needed. The nation has nearly 1,200 community and technical colleges, which are readily available to start preparing baccalaureate degree teachers. These colleges are close to all or most of the nation’s K12 school districts and within driving distance for students of all ages.
Twenty-four states have already approved their community and technical colleges to prepare baccalaureate degrees in a number of fields (Proctor & Kelley, 2024). Florida has taken the lead, with 27 of their community colleges now offering baccalaureate degrees in teaching s in those areas they have identified most in need.
It is time for all states to take bold steps to attract, train, and retain talented educators. This requires a multi-faceted approach, including competitive compensation, improved working conditions and streamlined pathways into the profession. By investing in our teachers, we invest in our students’ success and our communities’ future.
The teacher shortage is a complex challenge that can be overcome with the right strategies and a steadfast commitment to education. It is time for states to stop making excuses and start taking action. The future of our children depends on it.
Sources
Kissock, C. (2017, Nov. 21). “Unqualified Teachers—Does It Matter?” COBIS Council of British International Schools.
Krinjak, J. (2024, April 21). “Uncertified teachers in Texas: Growing concern over rising numbers.”
Menchaca, M., Kelly, S. & Goodwin, A. (2024, March 4). “Houston ISD has hired 830 uncertified teachers for the 2023-24 school year.” Houston Chronicle.
Proctor, A. & Kelley, B. (2024, May 1). “Community colleges have power to strengthen nation at this critical moment.” Harper College News Bureau. News & Stories.
