A state-by-state analysis of the factors influencing teacher shortages, teaching conditions that may impact supply and demand, and equitable access to well-qualified teachers was released by the Learning Policy Institute (LPI) in late July.
California’s overall attractiveness for teachers based on indicators considered was 3.7 out of 5. Neighboring states all received ratings below California with Oregon at 3.2 overall attractiveness and Nevada and Arizona both at 2.2.
The Golden State got 5s in starting salary, time for professional development, perceptions of evaluation and satisfaction. It received a 4 rating in wage competitiveness.
Working conditions including leadership support and collegiality received 4s and teachers felt they had a good amount of influence over school policies and didn’t generally worry about their job security based on students’ performance on state and/or local tests. Mentorship for early career teachers and classroom autonomy were rated 3s.
Indicators related to school resources received the lowest rates with expenditures per pupil, pupil-to-teacher ratio and schools meeting the recommended pupil-to-counselor ratio all receiving ratings of 2 or under.
Most schools with vacancies did not find it “very difficult” to fill vacancies and most teachers remained at the same school year-to-year in those analyzed. Additionally, most educators didn’t plan to leave the classroom as soon as they could. About 7 percent of California teachers left the profession in the time period considered compared to 8 percent nationally.
The percentage of full-time-equivalent teachers in public schools who hadn’t met state certification requirements, including those teaching while still finishing their preparation or teaching with an emergency-style credential, was 2.3 percent in California compared to 3.7 percent in the U.S.
The state’s overall teacher equity rating was 3.6. Oregon’s was 4.4, Nevada’s was 3.9 and Arizona’s was 1.6. The indicator considered gaps between uncertified and inexperienced teachers in high- and low-minority schools and high- and low-poverty schools.
The percentage of uncertified teachers working at higher-minority schools was 3 percent compared to those in lower-minority schools at 2 percent. Similarly, the percentage of inexperienced teachers in higher-minority schools was 13 percent compared to 9 percent.
The percentage of uncertified teachers in high-poverty schools was 3 percent compared to 1.3 percent in lower-poverty schools and inexperienced teachers worked at higher poverty schools at a rate of 14 percent compared to 9 percent at lower-poverty schools.
In California, 36 percent of teachers were people of color compared to 20 percent across the country. The state also had a higher percentage of teachers over age 60 than the national average at 8 percent versus 6 percent.
California teachers spent $570 of their own money on classroom supplies compared to an average of $470 in the U.S. Thirty-three percent of teachers had outstanding student loans in the state compared to 37 percent across the country.
Statistics that the analysis draws on represent a range of years depending on the indicator from 2017–18 to 2022–23.
LPI also published the companion brief, “Where Is Teaching Most Attractive and Equitable?”
Both resources aim to inform policy strategies to “build a strong and diverse teacher workforce, address teacher shortages, and ensure equitable access to well-qualified and experienced teachers,” according to the brief.
Overall, California is one of 11 states identified as having the best compensation and teaching conditions. The other 10 states, with the exception of Kentucky, were “clustered in the Midwestern and Northeastern United States.”
“For students, access to well-qualified teachers is more equitable in Connecticut, Hawaii, Iowa, Nebraska, North Dakota, Oregon, South Carolina, South Dakota, Vermont and West Virginia,” according to the brief.
