Looking Beyond the Numbers on Teacher Shortages

In March, the Illinois State Board of Education provided some happy news: The number of teacher shortages went down this year, showing a slight easing of this problem for our K-12 schools. While some chronic shortages remain in specific content and geographic areas, these numbers are certainly cause for celebration.

But statewide concerns about the teacher workforce do not end with a filled position. The qualifications and experience of the person at the front of the room are equally as important.

Take, for instance, computer science education. The Illinois Legislature has made it a priority, recognizing the centrality of technology skills to employment. We now have state computer-science standards, alongside a mandate that all districts offer high school students the opportunity to take coursework. The available data show few unfilled technology-related teaching positions across the state.

But our recent research suggests that the computer-science teacher workforce may not provide the high-quality education our students deserve. Three facts from our research point to this conclusion:

• As the population of computer-science students has grown to about 45,000 each year, the number of teachers has also grown, from 1,660 in 2018 to 1,894 in 2022.
• Only about half of those teachers hold a computer-science endorsement as part of their professional educator license. 
• For some computer-science courses, only about a third hold the appropriate, aligned endorsement.

These computer-science positions are filled. But are they best serving our students?

While increasing access to computer science in Illinois is vital, it should be done with qualified educators at the forefront. Having experience and training in computer-science education is a necessary baseline for the teacher workforce (although, one might argue, even the most qualified teachers need to continually update their skills and knowledge through professional learning and reflection on their practice).

The current computer-science teacher workforce is almost certainly doing their best, but have they been put in the best position for their skills and talents? It’s true that people often compare learning computer science to learning a new language. But we wouldn’t expect a teacher to teach French after minimal training effectively. And yet, for some computer-science teachers, minimal training is their reality.