Commission on High Technology Workforce Development August 14, 2001
The nation's teacher shortage-one that is not found in all school districts and all subjects, but which is particularly acute in math and science-is very much in the news as students and teachers head back to school. But it's not just schools that are having a hard time filling math and science positions; the scientific, engineering and information technology labor markets as a whole are experiencing a severe shortage of skilled workers. Last year, The New England Council formed a Commission on High Tech Workforce Development to examine the issue, placing special emphasis on the teacher labor shortage since schools' inability to hire qualified teachers restricts their ability to impart to students the knowledge necessary for high tech careers. A study of the teacher labor market in Massachusetts, conducted on behalf of the Commission by researchers at Northeastern University's Center for Labor Market Studies, revealed that teacher employment in the Bay State is actually quite stable, with a job vacancy rate of less than one percent. How can Massachusetts be suffering a severe teacher shortage if vacancy rates are so low? The report's authors explain that, "unlike other labor markets, teacher labor shortages do not manifest themselves through either rapid wage growth or high job vacancy rates. Instead of quantitative changes in supply-demand relationships that occur in most other labor market segments, the teacher labor market adjusts to shortages by reducing teacher quality." Thus, if highly qualified applicants are unavailable, schools will resort to hiring uncertified or less-qualified teachers to fill vacancies, in contrast to high-tech firms who "prefer to let jobs remain unfilled rather than hire workers who lack the skills required to do the job." Although the schools' practice is disturbing, it should be noted that the study defines a reduction in teacher quality as an increase in the number of uncertified teachers hired, under the mistaken assumption that certification is synonymous with quality and competency. The real cause for concern, then, is the body of "idiosyncratic institutional rules" that governs the teacher labor market and insulates it from corrective market forces and solutions-like differential pay-that could alleviate the "shortage" of qualified teachers if given the chance. Anyone seeking a greater understanding of the economic complexities behind the teacher shortage can order a free copy of the report by calling the Center for Labor Market Studies at Northeastern University at 617-373-2242 or e-mailing them at [email protected] (they'll e-mail you a copy).
