What kind of impact can a teacher make on a student? A significant one. According to a recent study by RAND, “Teachers matter to student achievement more than any other aspect of schooling.”
More than ever, we need strong, well-prepared teachers in the classroom but, given the growing responsibilities of teachers (and newer challenges, like addressing student mental healtt, student focus / attention, etc.), it is a tall order. A new study from the Pew Research Center finds that “77% [of K-12 teachers] say their job is frequently stressful; 68% say it’s overwhelming; 70% say their school is understaffed.”
According to the National Center for Education Statistics (NCES), “Between Fall 2019…and Fall 2030, the number of teachers in elementary and secondary schools is projected to decrease 5 percent (Digest 2021 table 208.20). The decrease is projected to occur in both public and private schools.”
It is no wonder, then, that our nation continues to grapple with a teacher shortage. Across the nation and in specific states, there are not enough highly qualified teachers to fill the vacancies that exist. NCES reports, “Eighty-six percent of U.S. K-12 public schools reported challenges hiring teachers.”
Teacher shortages are defined as unfilled positions, positions filled by underqualified teachers, and people teaching outside their expertise. Nationwide, there are 55,000 vacant positions and “an additional 270,000 teaching posts currently filled by underqualified teachers” (Teachers of Tomorrow).
In addition to the classroom teacher shortage, we see trouble in growing the teacher pipeline. Colleges and universities are challenged to attract the numbers of students we need for the classrooms of tomorrow. The National Council on Teacher Quality notes, “Total enrollment in teacher preparation programs–including both traditional and alternative preparation programs–dropped steadily at the beginning of the last decade, and ‘hit bottom’ in 2015. It has remained relatively stable since, with the exception of the 2018-2019 academic year, when it fell even further. The total number of teacher preparation completers has also fallen steadily over the past decade.”
What does our nation do to support teachers, and how are policymakers tackling this challenge? While 87% of funding for public K-12 education comes from state and local sources, the federal government’s contribution to teacher training and professional development is meaningful and influential. Federal teacher training and professional development programs are authorized by the Elementary and Secondary Education Act (ESEA), as well as the Higher Education Act (HEA): these are bills that shape and define the ways that federal elementary/secondary and higher education programs work. Teacher-specific federal programs provide funding to support teachers and their professional development. Others are competitive grant programs for partnerships, providing resources for institutions of higher education that are preparing individuals for careers in teaching.
The largest ESEA program, Title II: Supporting Effective Instruction State Grants, provides just over $2 billion for increasing teacher quality by investing in professional development programs. Other programs in the K-12 space provide different support to ensure students have access to services designed to improve educational opportunities. In higher education, there are programs like the Teacher Quality Partnership, funded at $70 million, that invest in the teacher pipeline through pre-service teacher and school leader training. This program and others are not “big” by any measure, but they are impactful and acknowledge the important role that quality teachers play in the lives of the educational trajectory of young people.
The federal government, by authorizing these programs, acknowledges that teachers and quality teaching are a national priority. Still, for these programs to be truly effective, they need to be adequately funded by Congress and the Administration. The Biden Administration proposed modest increases for Federal teacher programs (e.g., Title II; Teacher and School Leader Incentive Grants; Supporting Effective Educator Development; Teacher Quality Partnerships; Hawkins Centers of Excellence), for which the U.S. Senate maintained level funding in FY25.
Unfortunately, the FY25 funding bill that was advanced in the U.S. House of Representatives eliminated funding for many of these programs, which were deemed “duplicative” by House Republican appropriators. Overall, the House Appropriations FY25 education funding bill cut education by 13% or $11 billion, a good portion of that from teacher programs. Congress has passed a continuing resolution through December 20 to maintain current levels of funding for federal programs. Discussions continue in an effort to resolve the FY25 appropriations process and questions remain as to how the results of the recent election will impact funding for this fiscal year, as well as the next.
At Jesuit colleges and universities, we are the living legacy of the power of impactful teachers. St. Ignatius of Loyola was an educator and provided us with a model and tradition that we employ to this day. Continually guided by his vision, we affirm the value of the teacher in accompanying students in their formation. It is a partnership worthy of investment and care.
For more information on FY25 education funding, please visit the website for the Committee for Education Funding (CEF).
By Jenny Smulson, Vice President of Government Relations, AJCU