Teacher shortages have been making headlines in Ohio for years. Policymakers and parents are right to be concerned about such reports, given that teachers matter more to student achievement than any other element of schooling. But hard data about shortages—where they exist, how long they persist, and whether they’re concentrated in certain grades, subjects, or schools—are hard to come by because Ohio doesn’t collect detailed data on teacher vacancies. Without this information, it’s difficult for policymakers to effectively address potential shortages.
This year’s state budget could change that. Governor DeWine kicked things off in February by calling for the Department of Education and Workforce (DEW) to annually collect school employment and vacancy data and then summarize and publish them online. In April, House lawmakers opted not to include his proposal in their budget. The Senate, however, recently restored DeWine’s proposal and strengthened it.
The Senate’s version is definitely the best option on the table. Why? Let’s examine three key provisions that set it apart.
1. It requires DEW to collect data from all public schools.
DeWine’s initial proposal only required DEW to collect vacancy data from traditional districts. That’s understandable, as the vast majority of Ohio students attend district schools. But focusing only on traditional districts means overlooking the tens of thousands of Ohio students who attend public schools that aren’t district-run, including charters, Joint Vocational School Districts (JVSDs), and STEM schools. It’s crucial for DEW to collect data from all public schools to shed light on vacancies across the entire school system—and that’s exactly what the Senate version does.
2. It requires DEW to disaggregate data at the district and school level.
The governor’s proposal would require DEW to disaggregate vacancy data in a variety of ways, including by broad geographic area. This is important because schools in different regions have different needs. But in a state as large as Ohio, limiting data tracking to regions could mask significant shortages in specific districts and schools. For example, a shortage of math teachers in central Ohio doesn’t mean all districts in that region are facing hiring challenges. The shortage could be limited to big districts like Columbus, Olentangy, or South-Western, which could skew the regional data because of their size. Smaller districts might have completely different needs, like science or special education. Meanwhile, within larger locales, shortages could be concentrated in specific schools or neighborhoods rather than across the entire district.
To effectively address shortages, state and local leaders must be equipped to pinpoint exactly where they exist. It’s sort of like fixing a leak in your house; until you find the spot in the roof that needs repair, the leaks will continue. That’s why it’s so important that the Senate’s budget requires DEW to report vacancy data at the state, district, and school level. Doing so will help leaders find and repair the leaks.
3. It requires DEW to track teacher supply along with demand.
Teacher shortages are about supply and demand. Collecting vacancy data addresses demand by identifying which districts and schools have vacant positions that must be filled. But tracking supply—including the number of individuals entering the profession—is equally important because it’s the only way to get a complete picture of the labor market. For example, if vacancy data show that Ohio needs more math teachers, lawmakers could implement policies like state-funded scholarships, refundable tax credits, or bonuses in an effort to bolster recruitment and retention. But if Ohio’s teacher preparation programs already have enough math teachers coming down the pike to fill existing vacancy gaps, then it might be wiser to focus those policies on other areas, like special education or career-tech.
The Senate’s budget would shed light on supply-side numbers by requiring DEW to collect and report the enrollment and completion rates of teacher preparation programs, the number of new educator licenses issued annually, and data on teacher retention and demographics. This information, when combined with vacancy data, will give state and local leaders the complete picture they need to make informed policy decisions.
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There’s no way to know which teacher data proposal will make it into the final budget. But enacting the Senate’s version would equip state leaders with the in-depth information they need to implement effective policy solutions. For too long, Ohio has struggled to understand potential teacher shortages. It’s time to finally get some answers.
