Policy makers and politicians across the country have increasingly prioritized improving the quality of the teacher workforce. Of particular and growing concern is the shortage of qualified teachers in science, technology, engineering, and mathematics (STEM) subjects. This is fueled in part by the belief that STEM education is crucial to assuring that the U.S. remains a global technology and economic leader and in part by weak U.S. student performance in mathematics and science on international comparisons.
Despite this knowledge and the consistent rhetoric about enhancing STEM supply, school systems continue to face difficulties staffing certain classrooms with qualified teachers. This is also true for special education (SPED). Over half of all districts and over 90% of high-minority districts report difficulties recruiting and retaining teachers designated as highly qualified in STEM and SPED under No Child Left Behind. School administrators across the country consistently report greater difficulty filling SPED and STEM teaching appointments compared to alternative endorsement areas (see Figure 1).
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