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50-State Comparison: Teacher Recruitment and Retention

Schools continue to face specific and persistent teacher shortages in certain subjects, such as upper-level math and special education, and in certain schools, including historically under-resourced schools and rural schools. These shortages are more likely to impact schools that serve students in rural and urban areas, linguistically diverse students, students identified for special education and students of color. Shortages contribute to students being taught by inexperienced or out-of-field teachers, and they can be financially costly for schools and districts. Declining participation in teacher preparation programs, coupled with high turnover in the profession, suggests that a comprehensive approach that accounts for each stage of the teacher pipeline is necessary to recruit and retain effective teachers.

Teacher Pipeline

This resource compiles state-specific data related to teacher shortages and provides a national comparison of state policies to recruit and retain teachers across the teacher pipeline. The 50-State Comparison includes state policies relevant to each stage of the pipeline with separate sections on state teacher workforce data and financial incentives, which are important state policy levers at every stage of the pipeline.  

Click on a question below to see data for all states. To view a specific state’s approach, go to the State Profiles page.

50-State Comparison

Shortage Data and Reports
  1. Has the state published state-specific teacher shortage data within the past five years?
  2. Has the state administered a statewide teacher retention or working conditions survey within the past five years?
Expanding Interest in the Field and Initial Preparation
  1. Does the state offer a pathway, program or incentive through statute or regulation to recruit high school students into the teaching profession?
  2. Does the state offer a pathway, program or incentive through statute or regulation to recruit paraprofessionals into the teaching profession?
  3. Does the state create or support teacher residency programs through statute or regulation?
  4. Does the state create or support teacher apprenticeship programs through statute, regulation or state policy?
Early Career Support
  1. Does the state require induction and mentoring support for new teachers? If so, what is the required length?
  2. Does the state require or encourage reduced teaching loads for new and/or mentor teachers?
  3. Does the state set minimum qualifications for mentor teachers?
Ongoing Support and Career Advancement
  1. Does the state require that an established portion of a teacher's workday/work week be designated exclusively for teacher planning?
  2. Does the state have a licensure system that allows teachers to advance beyond a standard professional license?
  3. Does the state offer a teacher leader license or endorsement?
Financial Incentives and Compensation
  1. Does statute establish requirements for minimum teacher pay?
  2. Does state policy define financial incentives to help recruit teachers to underserved schools or geographic areas of need?
  3. Does state policy define financial incentives to help recruit teachers to shortage subject areas or specific student populations?
  4. Does state policy require or explicitly encourage additional pay for teachers who work in underserved schools and/or shortage subject areas?
  5. Does the state require or provide additional pay for teachers who obtain National Board Certification?
  1. All data points for all states.

50-State Comparison

Key Takeaways

  • Thirty-four states and the District of Columbia have published teacher shortage data in the past five years.  
  • Thirty-three states and the District of Columbia have conducted a statewide teacher working conditions survey in the past five years. Some states conduct a survey annually.
  • States are creating pathways, programs and/or incentives to recruit high school students and/or paraprofessionals into the teaching profession. Thirty-five states and the District of Columbia offer pathways for high school students, while thirty- one states and the District of Columbia offer one for paraprofessionals. 
  • Twenty-six states and the District of Columbia have created or supported teacher residencies in state policy. 
  • Thirty states and the District of Columbia  created or support teacher apprenticeships.
  • Thirty-two states require induction and mentoring support for new teachers in statute or regulation. Thirty-five states set minimum qualifications for teachers serving as mentors.
  • Sixteen states require that a part of a teacher’s workday/week be set aside for planning time.
  • Thirty-two states have at least one financial incentive for teachers who commit to teach in underserved schools or geographic areas of need and thirty-eight states and the District of Columbia have at least one financial incentive to recruit teachers to teach a shortage subject area or specific student populations.
  • Nineteen states require or explicitly encourage additional pay for teachers who work in underserved schools and/or shortage subject areas.
  • Thirty-four states require or explicitly encourage additional pay for teachers who obtain National Board Certification.

Published:

July 7, 2025

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