California’s Teacher Education Deserts: An Overlooked & Growing Equity Challenge
Introduction
California is experiencing a teacher shortage crisis, a pattern most prevalent for math, science, special education, and bilingual education. Although the shortage is widespread, the struggle to hire qualified teachers is particularly acute in some regions.
This study profiles nine rural border counties in California that have limited access to Teacher Education Programs (TEPs): Alpine, Del Norte, Imperial, Inyo, Lassen, Modoc, Mono, Sierra, and Siskiyou. CTS researchers classify these counties as “teacher education deserts” that face unique challenges in recruiting and retaining highly qualified teachers. By highlighting factors like geographic location, economic status, and education attainment rates, this brief provides insights into the profound impact that geographic, social, and economic factors have on a county’s teacher supply. Evidence-based recommendations are provided to address urgent teacher supply issues in these regions.
Key Findings
Finding 1: Geographic Location
All nine teacher education deserts are border counties, sharing part of their border with either another state or with Mexico. All nine of the teacher education deserts are also classified as rural counties. Rural communities can be more politically polarized than urban communities, which can lead to conflicts over curriculum, school discipline, and other K-12 issues.
Finding 2: Education Attainment
There are very limited postsecondary options for high school completers in teacher education desert regions. Bachelor’s degree completion rates are lower than the state average in 8 of the 9 teacher education deserts.
Finding 3: Underprepared Teachers
Teacher education deserts have higher rates of underprepared teachers. 6 out of 9 teacher education deserts have higher rates of teachers on an intern credential, permit, or waiver (IPW) when compared to the statewide average.
Finding 4: Inexperienced Teachers
Teacher education deserts have higher rates of inexperienced teachers and teachers working out of field. 7 of 9 teacher education deserts have a lower percentage of teachers with cleared credentials. The majority of teacher education deserts have higher percentages of teaching assignments being filled by “out-of-field” educators, who hold a credential but are teaching courses that they are not authorized to teach.
Finding 5: Economic Landscape
Teacher education deserts are also resource deserts. 8 out of 9 teacher education deserts have poverty rates that exceed the state average of 12%.
Finding 6: Academic Performance
Academic performance on state standardized tests is lower in teacher education deserts. 8 of 9 teacher education deserts fall below the state average (47%) of students who met or exceeded standards on the English Language Arts (ELA) portion of the California Assessment of Student Performance and Progress (CAASPP). On the Mathematics portion of the CAASPP, all teacher education deserts fall below the state average of 35% of students who met or exceeded standards.
Finding 7: Stability Rates and Foster Students
Teacher education deserts have lower school stability rates and serve higher proportions of foster students. All nine teacher education deserts have a lower student stability rate than the state average of 90%, highlighting the issue of student transiency.
Recommendations
Financial Support
1. A collaborative coalition of teacher education desert county offices of education or individual school districts should provide educational support stipends for underprepared teachers employed through an IPW.
2. Districts in teacher education desert counties should agree to pay all teaching assessment fees for out-of-field educators and offer dual credential bonuses for educators teaching more than one subject.
3. California should establish rural teacher fellowships and provide financial aid to teacher candidates who commit to teaching in rural schools.
Mentorship and Professional Development Support
California should consider:
1. Providing teacher education desert county offices of education with more structural and developmental support to prevent teacher turnover and burnout.
2. Establishing and funding specialized mentorship programs for new teachers focusing specifically on challenges, opportunities, and strategies for teaching in rural schools.
3. Investing more heavily in California’s Rural Ed Network, which aims to amplify the voices of and provide resources and guidance to rural educators.
Teacher education programs can offer specific pathways, coursework, and curricula that center the experience of working in rural education.
Community College Support
California should consider:
1. Allowing community colleges in desert counties to grant K-12 teaching credentials to (at least) second-career individuals residing in those areas.
2. Supporting early childhood programs in schools and expanding into K-12 teacher licensing programs for county natives to pursue a teaching credential through their local community college.
3. Working in partnership with TEP desert county offices of education and nearby universities to develop hybrid residency programs for local community college graduates to earn their teaching credentials without needing to leave the county to take classes or student teach.
Community and Culture Support
Professional development programs and training for teachers should:
1. Underscore the design and implementation of culturally responsive teaching strategies and curricula.
2. School curricula and teacher training initiatives must be carefully designed to promote inclusivity and cultivate a more comprehensive understanding of cultural diversity in the school community.
3. Enhance course offerings and student learning in rural areas.
4. Include guidance on how to support transient students—including students in foster care and students experiencing housing insecurity—and emphasize strategies for inclusive teaching.
Districts and schools in teacher education desert counties should:
1. Provide specialized professional development that equips teachers with skills to integrate the use of technology into their instruction.
2. Recruit teachers from the community to ensure a deeper understanding and connection to the local area.
3. Establish strong support systems that utilize community and public resources to cater to the evolving needs of a changing student population.
Marketing Support
A collaborative coalition of teacher education desert county offices of education should:
1. Partner with the state on regional marketing campaigns to attract more teachers to work in teacher education deserts.
2. Highlight open positions, benefits, and incentives like housing or education stipends.
3. Partner with other local organizations to recruit teachers from bordering states, support teacher pipeline shortages, and stimulate the local economy.
Interactive Map
Click on the map below to explore data for teacher education deserts. The map provides K-12 data for each of California’s 58 counties, providing statewide underprepared teacher rates, and the locations of teacher education programs and community colleges statewide. The map also demonstrates the impact of community colleges being permitted to provide teaching credentials to non-teacher residents already possessing a bachelor’s degree, which would benefit five out of the nine desert counties.
Related Work
