Search for: All records

ABSTRACT This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature lacks detailed insights regarding U.S. STEM teachers, especially with recent economic and social changes over the COVID‐19 pandemic, and there is particularly limited evidence regarding STEM teachers in the U.S. Midwest. Utilizing large‐scale administrative longitudinal data, we filled part of this gap by documenting the characteristics and turnover patterns of STEM teachers in Kansas and Missouri over a 13‐year period, from 2010 through 2023. Our analysis shows declining trends among young and early‐career STEM teachers, STEM certification, and rising STEM teacher turnover, especially post‐COVID‐19. We found particularly high turnover rates in urban schools and schools with the highest shares of students of color and poverty. We also found numerous factors of STEM teacher turnover, including salary and employment in schools serving high percentages of minoritized and low‐income students, as well as differential turnover patterns among school geographical circumstances. This work is the first comprehensive examination of STEM teachers in Kansas and Missouri. We offer insights into the teacher workforce of the traditionally overlooked U.S. Midwest. Our results suggest important policy implications for sustaining a diverse and qualified STEM teacher workforce in the U.S. amid post‐COVID‐19 social changes, thereby informing decision making at state and national levels that aim to foster equitable access to high‐quality STEM education among students in diverse contexts, while contributing to the U.S.'s long‐term economic growth, sustainability, and the world's advancement of STEM education. 

Over the past year, debates over the prevalence, distribution, and effects of teacher vacancy and underqualification have dominated many education narratives. Authors J. Cameron Anglum, Andrew R. Diemer, Walter G. Ecton, and Tuan D. Nguyen consider these debates in the context of growing interest in career and technical education (CTE) in high school settings. Research on secondary CTE teachers, including the quantification of teacher shortages in specific CTE content areas, remains insufficient to inform effective recruitment and retention policies. This dearth of scholarship on CTE teachers undermines the improvement of CTE programs.