Journal Article

Is the Supply of Mathematics and Science Teachers Sufficient?

Ingersoll, Richard M., Perda, David

2010

Overview

This study seeks to empirically ground the debate over mathematics and science teacher shortages and evaluate the extent to which there is, or is not, sufficient supply of teachers in these fields. The authors' analyses of nationally representative data from multiple sources show that math and science are the fields most difficult to staff, but the factors behind these problems are complex. There are multiple sources of new teachers; those with education degrees are a minor source compared to those with degrees in math and science and the reserve pool. Over the past two decades, graduation requirements, student course taking, and teacher retirements have all increased for math and science, yet the new supply has more than kept pace. However, when preretirement teacher attrition is factored in, there is a much tighter balance between supply and demand. Unlike fields such as English, for math and science, there is not a large cushion of new supply relative to losses—resulting in staffing problems in schools with higher turnover

• Publisher: SAGE Publications,American Educational Research Association
• Subject: Art Education / Baccalaureate and Beyond Longitudinal Study (NCES) / Beginning Teachers / Course Selection (Students) / Educational research / English Instruction / English teachers / Enrollment Trends / Faculty Mobility / Geographic Location / Graduation Requirements / Labor Turnover / Mathematical data / Mathematics education / Mathematics Teachers / Music Education / Pipelines / Schools and Staffing Survey (NCES) / Science education / Science Teachers / Social and Institutional Analysis / Social Studies / Special Education / Staffing / Supply & demand / Teacher education / Teacher Persistence / Teacher Qualifications / Teacher Retirement / Teacher Shortage / Teacher shortages / Teacher Supply and Demand / Teachers