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Teaching Vacancies and Difficult-to-Staff Teaching Positions in Public Schools. Stats in Brief. NCES 2015-065

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Title: Teaching Vacancies and Difficult-to-Staff Teaching Positions in Public Schools. Stats in Brief. NCES 2015-065
Language: English
Authors: Malkus, Nat, Hoyer, Kathleen Mulvaney, Sparks, Dinah, National Center for Education Statistics (ED), American Institutes for Research
Source: National Center for Education Statistics. 2015.
Availability: National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2015
Contract Number: EDIES12D000
Intended Audience: Policymakers; Researchers; Practitioners
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
Descriptors: Public Schools, Employment Opportunities, Public School Teachers, Teacher Recruitment, Employment Problems, Elementary School Teachers, Middle School Teachers, Secondary School Teachers, High Schools, Intellectual Disciplines, Institutional Characteristics
Abstract: This brief investigates teaching vacancies and difficult-to-staff teaching positions (i.e., positions for which the principals reported that it was very difficult to fill a vacancy or that they could not fill a vacancy in a specific subject area) in public schools in four school years (1999-2000, 2003-04, 2007-08, and 2011-12). This Statistics in Brief uses data from the Public School Questionnaire of the 1999-2000, 2003-04, 2007-08, and 2011-12 Schools and Staffing Surveys (SASS) to examine the percentages of public schools with teaching vacancies and the percentages of public schools with subject areas with difficult-to-staff teaching positions. This brief first presents a picture of teaching vacancies and difficult-to-staff teaching positions overall and by school level (elementary, middle, and high) and then focuses on staffing difficulties in different subjects and by selected characteristics at the high school level. The findings highlighted in these sections are an illustrative rather than exhaustive list of all statistically significant differences found in the study. Study questions include: (1) What percentages of all public schools reported teaching vacancies; What percentages of all public schools reported difficult-to-staff teaching positions; (2) What percentages of public high schools reported difficult-to-staff teaching positions in different subject areas; and (3) How did the percentages of public high schools that had difficult-to-staff teaching positions in zero, one, or two or more subject areas vary by selected school characteristics? Key findings include: (1) Compared to the 1999-2000 school year, a lower percentage of schools had at least one teaching vacancy in the 2011-12 school year (figure 1); (2) In 2011-12, the percentage of schools that had at least one difficult-to-staff teaching position was less than half the percentage in 1999-2000 (figure 1); (3) The percentages of public high schools that reported difficult-to-staff teaching positions were lower in every reportable subject area in 2011-12 than they were in 1999-2000 (table A-3); and (4) In the 1999-2000, 2003-04, 2007-08, and 2011-12 school years, a larger percentage of high-minority than low-minority public high schools had two or more subject areas with difficult-to-staff teaching positions (figure 4). Appended are: (1) Data Tables, and (2) Standard Error Tables.
Abstractor: ERIC
Number of References: 17
IES Funded: Yes
IES Publication: https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2015065
Entry Date: 2015
Accession Number: ED561224
Database: ERIC
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  Data: National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
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  Data: This brief investigates teaching vacancies and difficult-to-staff teaching positions (i.e., positions for which the principals reported that it was very difficult to fill a vacancy or that they could not fill a vacancy in a specific subject area) in public schools in four school years (1999-2000, 2003-04, 2007-08, and 2011-12). This Statistics in Brief uses data from the Public School Questionnaire of the 1999-2000, 2003-04, 2007-08, and 2011-12 Schools and Staffing Surveys (SASS) to examine the percentages of public schools with teaching vacancies and the percentages of public schools with subject areas with difficult-to-staff teaching positions. This brief first presents a picture of teaching vacancies and difficult-to-staff teaching positions overall and by school level (elementary, middle, and high) and then focuses on staffing difficulties in different subjects and by selected characteristics at the high school level. The findings highlighted in these sections are an illustrative rather than exhaustive list of all statistically significant differences found in the study. Study questions include: (1) What percentages of all public schools reported teaching vacancies; What percentages of all public schools reported difficult-to-staff teaching positions; (2) What percentages of public high schools reported difficult-to-staff teaching positions in different subject areas; and (3) How did the percentages of public high schools that had difficult-to-staff teaching positions in zero, one, or two or more subject areas vary by selected school characteristics? Key findings include: (1) Compared to the 1999-2000 school year, a lower percentage of schools had at least one teaching vacancy in the 2011-12 school year (figure 1); (2) In 2011-12, the percentage of schools that had at least one difficult-to-staff teaching position was less than half the percentage in 1999-2000 (figure 1); (3) The percentages of public high schools that reported difficult-to-staff teaching positions were lower in every reportable subject area in 2011-12 than they were in 1999-2000 (table A-3); and (4) In the 1999-2000, 2003-04, 2007-08, and 2011-12 school years, a larger percentage of high-minority than low-minority public high schools had two or more subject areas with difficult-to-staff teaching positions (figure 4). Appended are: (1) Data Tables, and (2) Standard Error Tables.
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