Teaching vacancy rates have been particularly high since the pandemic: Percentage of public schools reporting teaching vacancies, January 2022
|>10%||>5% and ≤10%||>0% and ≤5%||0%|
|All public schools||10%||13%||22%||56%|
|Schools in high-poverty neighborhoods||15%||17%||24%||44%|
|Schools in low-poverty neighborhoods||8%||11%||22%||59%|
|Over 75% minority||13%||20%||23%||44%|
|Less than 25% minority||7%||9%||19%||66%|
Notes: Data are from IES (see Source line). Minority students are reported as "mutually exclusive categories by the percentage of students who are not Black, Hispanic, Asian, American Indian/Alaska Native, or Two or more races." The Income-to-Poverty ratio (IPR) for the neighborhood surrounding the school location is used to distinguish schools in high- and low-poverty neighborhoods. The IPR estimates come from the National Center for Education Statistics’ EDGE School Neighborhood Poverty Estimates. The IPR is the percentage of family income that is above or below the federal poverty threshold set for the family’s size and structure and is calculated for the neighborhood surrounding the school building. It ranges from 0 to 999, where lower IPR values indicate a greater degree of poverty. A family with income at the poverty threshold has an IPR value of 100. In this analysis, IPR values of 200 or lower represent schools in high-poverty neighborhoods; IPR values greater than 200 represent schools in low-poverty neighborhoods.
Source: Institute of Education Sciences (IES), School Staffing Shortages: Results from the January School Pulse Panel (SPP), 2022a.