The Shortage of Mathematics and Science Teachers: A Review of the Evidence

Abstract

Many people believe that one major problem currently confronting American education is a severe shortage of mathematics and science teachers. This paper develops alternative ways of measuring shortages and reviews the evidence based on these alternative measures. Evidence from other studies as well as new evidence presented here suggests that shortages do exist, but that they are much Jess severe than previous studies have claimed. In addition, comparisons with earlier studies suggest that shortages of qualified mathematics and science teachers have existed at least since the 1960s. The present analysis reveals that two factors contributing to such shortages are the placement of recent qualified graduates outside of teaching and the misassignment of certified graduates who go into teaching.