A new brief from the UCLA Center for the Transformation of Schools highlighted evolving trends in California’s teacher pipeline and workforce from 2019–20 through 2023–24.
Researchers found that during this six-year time period, the number of experienced teachers decreased while the number of first-year teachers increased, suggesting both decreased teacher retention and increased recruitment post-COVID.
Broken down by subject area, the brief shows that the percentage of inexperienced English language arts (ELA) teachers increased from 10.9 percent in 2020–21 to 14.4 percent in 2022–23. During that same time period, the number of inexperienced math teachers increased from 11.2 percent to 14 percent, and the number of inexperienced science teachers increased from 12.4 percent to 14.4 percent.
“These findings illuminate both the resilience and fragility of California’s educator pipeline and highlight both opportunities and persistent challenges in the recruitment and retention of teachers,” said Stanley Johnson, senior project scientist at the Center of the Transformation of Schools and a co-author of the research brief. “Importantly, given the rising number of inexperienced teachers California should prioritize policies and funding that support teacher retention, mentorship, and professional growth for early-career educators. To build a sustainable and equitable teacher workforce, state and local leaders must take coordinated action to strengthen pathways into the teaching profession, especially for educators of color and those entering through alternative routes.”
Key findings
The brief breaks down the overall trends into greater detail. Several findings include:
- The number and percentage of Latino and Asian teachers increased, suggesting successful retention — or reduced attrition — of teachers of color.
- The number and percentage of Black teachers decreased, suggesting that retention may require more deliberate supports, peer networks and institutional change to counteract systemic pressures that disproportionately affect Black teachers — particularly women.
- The gender composition of the teacher workforce remains stagnant, with women continuing to hold at about 73 percent of the workforce and men at about 27 percent.
- A master’s degree is the most common level of educational attainment among teachers, followed by a bachelor’s degree. This reflects the persistence of credentialing pathways and a growing shift towards more accessible, integrated teacher preparation programs, according to researchers.
“The data are essentially showing us that more teachers are taking advantage of newly introduced integrated undergraduate programs or blended teacher education programs to obtain their teaching credentials before completing a traditional post-baccalaureate teacher credentialing program,” said Grace Kim, a research analyst at the Center and the lead author of the research brief. “It’s a real win to see these increases in the number Latine and Asian teachers. However, the trend in the decline of Black female teachers raises concerns about why they are not experiencing the same gains and questions about what changes are needed to improve recruitment and support of Black teachers.”
Recommendations
The brief outlines recommendations that policymakers at the state and local levels should consider, including:
- Establishing statewide metrics and goals for a capable, sustainable and diverse teacher workforce
- Strengthening teacher mentorship to address the rising number of inexperienced teachers post-COVID
- Leveraging existing state investments and funding opportunities to strengthen recruitment, preparation and retention efforts
- Expanding student teacher pathways without compromising the quality of preparation programs, as well as expanding and sustaining recruitment pathways for teachers of color
- Strengthening data collection and transparency on teacher diversity and credentialing
