Abstract
While anecdotal accounts of substantial teacher shortages are increasingly common, we present evidence that such shortages are not a general phenomenon but rather are highly concentrated by subject (e.g., mathematics, science, and special education) and in schools (e.g., those serving disadvantaged students) where hiring and retaining teachers are chronic problems. The authors discuss several promising, complementary approaches for addressing teacher shortages.
The authors did not receive financial support from any firm or person for this article or from any firm or person with a financial or political interest in this article. Goldhaber is Vice President of the American Institutes for Research which may have an interest in this article.
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