Recent estimates highlight the persistent challenges in teacher staffing nationwide. The impact of those shortages is even more dire for certain geographic areas, student populations and subjects.
A 2021 analysis of hiring across district types demonstrated struggles that rural districts face in staffing specific subjects. For example, 57% of rural districts noted challenges in hiring world language teachers compared to 36% of their urban counterparts. Earlier studies show that hiring and retaining qualified teachers in rural districts have persisted for years. As for subject area shortages, data from the 2024-25 school year show that states most frequently identified special education (45 states), science (41 states) and math (40 states) as their core shortage subject areas.
Recent tracking by the Learning Policy Institute shows that shortages impact rural districts more than urban districts. This data highlights rural district’s distance from educator preparation programs, limited tax revenue and inability to offer competitive salaries. Similarly, specific student populations — including students from low-income households, students of color and students with disabilities — and specific subject areas are disproportionately impacted by shortages.
In an attempt to better understand how states are approaching these needs more directly, our updated 50-State Comparison on Teacher Recruitment and Retention includes data points that distinguish between financial incentives for teacher recruitment to geographic areas of need and to shortage subject areas or specific student populations.
Previous versions of this resource looked at financial incentives more broadly, but separating these supports by focus helps us better understand state efforts and opportunities in teacher recruitment. This only includes those scholarships, grants, stipends, tuition waivers and loan forgiveness programs established in state policy, so these numbers may be higher when considering other state-level programs created by departments of education or other sources.
The analysis showed a balanced approach with the vast majority of states offering a financial incentive in both areas. Thirty-two states offer at least one financial incentive to recruit teachers to underserved schools or geographic areas of need, and 38 state and the District of Columbia offer at least one financial incentive to teach in a shortage subject area or specific student populations. Below are some of the ways states have explored supporting teachers in each of those areas:
Underserved Schools or Geographic Areas of Need
- Idaho established the Rural and Underserved Educator Incentive Program to provide student loan support and reimbursement for other education expenses for teachers and candidates employed in eligible Idaho school districts that are rural or designated as districts of need based on economic disadvantage.
- West Virginia’s Underwood-Smith Teacher Loan Assistance Program is a broad program that supports teachers in subject areas and high-need areas as identified by the state. The program provides up to $3,000 annually toward a teacher’s student loans if they serve in an underserved area with a specific subject need, as identified by the department of education.
Shortage Subject Areas or Specific Student Populations
- Arkansas state statute establishes a $5,000 scholarship program for individuals in teacher preparation programs who enter into a written agreement to teach at a public school for five years teaching in a high-need subject area deemed by the Arkansas Division of Elementary and Secondary Education.
- Illinois state policy provides that special education grants shall be provided to teachers under contract and teaching special education in designated high-poverty geographic areas. The grants provide funding toward tuition and fees at the teaching candidate’s postsecondary institution as well as a stipend for each semester hour of enrollment.
Targeted efforts like these can help states alleviate persistent teacher shortages in the schools and areas that need the most support. For recent efforts like these, please see our State Education Policy Tracking tool and our other resources on the teaching profession.
