Tag: shortage

  • School bus driver shortage improves slightly with bump in hiring, pay

    School bus driver shortage improves slightly with bump in hiring, pay

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    Dive Brief:

    • Higher hourly wages are credited for modest growth in the number of school bus drivers over the past year, but employment in the field remains down 9.5% compared to 2019 staffing levels, according to a recent analysis from the Economic Policy Institute.
    • The median hourly wage for school bus drivers was $22.45 on Aug. 1, a 4.2% increase year over year when accounting for inflation.
    • Nonetheless, the K-12 staffing outlook overall shows instability as school systems continue adjusting to the end of federal COVID-19 emergency funding and as changes implemented by the Trump administration put more fiscal pressures on state and local school systems, EPI said.

    Dive Insight:

    Employment for all K-12 positions is up 1.4% from August 2019 to August 2025, EPI found.  Custodian positions dropped 12.4%, joining school bus drivers among those seeing the largest decreases. Slots for paraprofessionals, on the other hand, increased 16.5% during the same period, according to EPI. 

    The recent wage growth for school bus drivers is not the typical pattern seen over the past 15 years, EPI said. In fact, from Nov. 1, 2012, through June 1, 2015, school bus drivers saw negative year-over-year wage growth. Negative growth also occurred for this role in July 2018, November 2018 and September 2019.

    EPI said the split-shift schedule required for the beginning and end of school days makes it difficult to recruit bus drivers. Moreover, school bus drivers — along with paraprofessionals, custodians and food service workers — tend to receive low pay. These jobs also are disproportionately held by women, Black and brown workers, and older employees, according to a 2024 EPI report.

    School bus driver employment has grown by about 2,300 jobs over the past year. This growth is due to state and local government school bus driver employment, which saw an increase of nearly 9,900 drivers since the fall of 2024. Private-sector school bus employment fell by 8,200 jobs over the same period.

    The institute’s most recent report said it’s hard to draw meaningful conclusions about the school bus driver wage growth over the last few years due to COVID-influenced changes in the labor market, as well as difficulty collecting labor data during the pandemic. 

    Still, EPI said “the wage growth for school bus drivers in the last year stands out as a much-needed investment in this critical segment of the education workforce.”

    Several schools in Pennsylvania and one school system in Ohio closed for at least a day this school year due to school bus driver shortages, according to local news reports. Other localities have consolidated bus routes or made other adjustments to respond to driver shortages.

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  • Will Trump policies exacerbate the special education teacher shortage?

    Will Trump policies exacerbate the special education teacher shortage?

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    Teacher preparation experts fear ongoing special education teacher shortages will worsen as the Trump administration continues to downsize the U.S. Department of Education.

    Along with mass layoffs at the federal agency, proposals to consolidate federal grants for training special educators are fueling concerns that these moves will exacerbate critical staffing issues. 

    During the 2024-25 school year alone, 45 states reported shortages in special education — the most frequently reported shortage area nationwide, according to Learning Policy Institute. The other most common shortages reported by states include science (41), math (40), language arts (38), world languages (35) and career and technical education (33), LPI found. 

    A wave of layoffs in October at the Education Department that decimated most of the Office of Special Education Programs — a decision that is currently tied up in the courts — sent shockwaves throughout the special education community. OSEP helps administer and oversee the distribution of federal funds through the Individuals with Disabilities Education Act. 

    One of the grants impacted by these changes in particular is IDEA Part D for personnel development to improve services for children with disabilities.

    The IDEA Part D personnel development grants received $115 million in federal appropriations during fiscal year 2024. Under the Trump administration’s FY 26 proposal, that same program would be zeroed out, and the newly allocated funds would go to IDEA Part B programs into a single state block grant program. 

    The budget proposal stated that even with this consolidation of funds, “states would continue to meet key IDEA accountability and reporting requirements aimed at ensuring a free appropriate public education is available to all students with disabilities and protecting the rights of those students and their families.”

    Regardless, there’s minimal support in Congress for this kind of state block grant program, as both the House and Senate appropriations committees have rejected the measures in their budget planning for FY 26.  

    These IDEA Part D funds are typically awarded for five years to state education agencies, school districts, higher education institutions and nonprofits. 

    On top of challenges for OSEP to oversee the IDEA Part D personnel preparation funds while it is shortstaffed, experts and advocates say the Trump administration’s budget proposal to consolidate IDEA Part D into state block grants will harm teacher prep programs’ ability to train high-quality special educators.    

    The changes this year are of particular concern for Laurie VanderPloeg, associate executive director for professional affairs at the Council for Exceptional Children, who said the absence of IDEA Part D preparation program funds could reduce the number of special education teacher candidates in educator preparation programs. 

    Even at current enrollment levels in special education teaching programs, VanderPloeg said, there’s still not enough people in the pipeline to meet the demands in the field.  

    “So with the reduction in enrollment in the educator prep programs, it’s going to reduce our national flexibility with being able to fill all of the open positions with good, qualified personnel,” said VanderPloeg, who also served as director of OSEP during the first Trump administration. 

    The uncertainty around IDEA Part D grant funds is also hanging over the heads of educator preparation programs, leaving many wondering how long these federal dollars dedicated to training special educators will last, VanderPloeg said. If these grants are disrupted, she said, there could be other implications for teaching candidates currently enrolled in programs that benefit from the funds. 

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  • Shortage of Rural Private Schools Complicates Indiana’s Voucher Expansion – The 74

    Shortage of Rural Private Schools Complicates Indiana’s Voucher Expansion – The 74


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    Sitting on the Kentucky border, the Christian Academy of Indiana draws students from 56 different ZIP codes in southern Indiana. Some come from as far as 30 miles away and live in counties without private schools.

    Families in those distant communities make the drive every day — sometimes carpooling — because they’re drawn to the school’s environment and extracurriculars, and especially its Christian teaching, said Lorrie Baechtel, director of admissions for the school, which is part of a three-school network in Indiana and Kentucky.

    “There are lots of good public school options in Indiana. Families come to our Indiana campus more for that mission,” Baechtel said.

    The school’s enrollment has boomed in the last four years, driven in part by the expansion of the Choice Scholarship, Indiana’s signature voucher program. That’s made tuition more affordable, Baechtel said. More than 1,200 students attended in 2024-2025, up from around 700 in 2021-22.

    That reflects a statewide trend: Voucher use has surged in recent years as Indiana lawmakers loosened eligibility requirements. In 2026, the program will open to all families, regardless of income.

    But the Christian Academy’s ability to attract students from far away tells another story too. Even as vouchers have become more accessible, Indiana’s rural students aren’t using them at the same rate as their urban and suburban peers. That’s in part because one-third of counties don’t have a private school that accepts vouchers within their borders, and distance is a factor in parents’ decisions on school choice.

    The result is that students who live closer to an urban center — which typically have one or more voucher-accepting private schools — may use vouchers at rates up to 30 percentage points higher than those for students who live in a neighboring district.

    That also means rural families may be at a significant disadvantage when the state opens the Choice Scholarship to all, and when private school scholarships funded by new federal tax credits also begin to roll out in 2027.

    “If there are no schools there for you to attend it’s unlikely it’s going to be all that useful for you,” said Jon Valant, director of the Brown Center on Education Policy at the Brookings Institution.

    More than that, public education advocates say splitting state school funding with vouchers leaves less for the rural public schools these students do attend.

    “We’re making the policy choice to fund a lot more choices than we used to,” said Chris Lagoni, executive director of the Indiana Small and Rural Schools Association, which represents public schools. “We’re inviting more and more folks to Sunday dinner. It’s a little bit of a bigger meal, but a lot more guests.”

    But the state’s Republican lawmakers have dismissed the fears of a hit to public rural schools as a result of vouchers, saying that rural voters support choice and parents want educational options — whether that’s private, charter, or traditional public schools.

    Meanwhile, school choice advocates say the latest expansion of the Choice Scholarship, along with a growing preference for smaller learning environments and the rise of voucher-accepting online schools, could mean more private school access for rural areas in the near future.

    “I think we’re best when we have a robust ecosystem of private and public options,” said Eric Oglesbee of the Drexel Fund, a nonprofit venture philanthropy organization that funds new private schools in Indiana and throughout the U.S.

    Location matters in accessing a private school

    Across the state, around 76,000 students received vouchers for the 2024-25 school year — an increase of about 6,000 students from the year before. The program cost the state $497 million last year, and the average voucher recipient came from a household with just over $100,000 in income.

    But around one-third of Indiana counties don’t have voucher-accepting private schools within their borders, according to a Chalkbeat analysis of state data, which also shows that voucher use is lower in rural areas than urban ones.

    Voucher use can shift dramatically even between nearby areas. For example, around 16% of students who reside in the Madison school district in southern Indiana use vouchers, but that rate drops to as low as 1% in nearby districts that are more rural. Similar trends hold in other areas of the state, like Indianapolis, Evansville, Fort Wayne, and South Bend.

    Location matters because driving distance has been shown to be a factor in how parents choose a school.

    In a 2024 survey of parent preferences by EdChoice, an Indianapolis-based group that supports vouchers, around half of parents said they would drive a max of 15 minutes for their children “to attend a better school.” Just over a quarter said they would drive no more than 20 minutes, and the final quarter said 30 minutes would be their max.

    Concerns about this issue have persisted in the state for years. Alli Aldis of the advocacy group EdChoice pointed to a 2018 report from her organization that called areas of rural Indiana as “schooling deserts.” It estimated that in the 2017-18 school year, around 3% of Indiana students, many in rural counties, lived more than 30 minutes from a charter, magnet, or voucher-accepting private school.

    Starting a new school anywhere, but particularly in a rural area, comes with challenges like finding a building, said Oglesbee of the Drexel Fund.

    A 2023 Drexel Fund report found that facilities in the state are “inadequate to meet the needs of new entrants to the market.” Though the report notes that real estate is both affordable and available, there are no public sources of facilities funding, and surplus facilities are not available to private schools.

    But new laws in Indiana have the potential to change that. House Enrolled Act 1515 established voluntary school facility pilot programs open to both public and private schools to “allow for additional flexibility and creativity in terms of what is considered a school facility,” like colocating with schools, government entities, and community organizations.

    Oglesbee said the organization is fielding an explosion of interest from potential new private schools in Indiana, possibly as a latent result of the 2023 expansion to voucher eligibility, which made the program nearly universal.

    School succeeds ‘if the community asks for it’

    Other challenges to opening a private school include hiring staff and recruiting students, which can be a particular issue in rural areas with both fewer children and licensed teachers, advocates said.

    Opening a school also requires a team of people with both education and business experience, Oglesbee said. And they’re more likely to succeed if they have roots in the community they hope to serve.

    “I see less of the ‘if you build it, they will come’ idea,” Oglesbee said. “A school is successful if the community asks for it.”

    At a recent conservative policy conference, Indiana House Speaker Todd Huston said rural Indiana communities were “super excited” for school choice, and noted that no Republican lawmaker had been beaten in a primary for supporting the policy.

    But Indiana voters haven’t voted on school vouchers, and don’t have a legal avenue to overturn the policy, said Chris Lubienski of the Center for Evaluation and Education Policy at Indiana University. Last year, voters in Kentucky and Colorado rejected ballot measures in favor of school choice, while Nebraska voters partially repealed a state-funded scholarship program.

    “There’s resistance: ‘Why do I want to have my taxes fund a program I can’t use?’” Lubienski said.

    In rural areas, support for school choice may actually mean support for transfers between public school districts, said Lagoni.

    Ultimately, the Rural Schools Association believes any school receiving state dollars should be subject to the same expectations of transparency and accountability, Lagoni said.

    Asked about concerns that rural students often have difficulty using vouchers, Huston said he expects voucher usage to continue to grow once the program becomes universal in 2026-27.

    “We want to make sure our policies align with what works best for families,” Huston said.

    Vouchers add to financial stress for rural schools

    With more school options in Indiana, downward pressure on local tax revenue, and declining population, rural public schools feel pressure to compete. Sometimes that means closing and consolidating schools.

    Vigo County schools recently announced plans to close two rural elementary schools as part of a plan to renovate facilities and offer more programming. The school corporation’s enrollment has declined slightly, due in part to an overall decline in the county’s total population, said spokesperson Katie Shane.

    More students who reside in the district are using vouchers, although they’re not the biggest reason for the district’s falling enrollment. While 429 students used vouchers to attend private schools last school year, an increase from 252 the year before, around 870 Vigo students transferred to another public school district in the fall of the 2024-25 school year. That reflects a statewide trend.

    Without their nearest public elementary schools, students may have to travel by bus for half an hour or more to the nearest school, according to community members who have started a petition to save one of the two schools marked for closure, Hoosier Prairie Elementary School.

    “Hoosier Prairie isn’t just about going to school,” said Shyann Koziatek, an educational assistant at the school who also signed the petition to stop its closure. “Kids love to learn and love the routine we have.”

    Rural schools also often function as large area employers and drivers of the economy.

    “Schools are often the center and identity of the community, how people view who they are,” Lubienski said. “You go and cheer on your football team, it’s where you put on your school play.”

    But private schools can serve the same role, choice advocates say.

    “If people have stronger educational options, more choices, that only strengthens the community,” said Aldis of EdChoice.

    Chalkbeat is a nonprofit news site covering educational change in public schools. This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.


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  • Fixing Michigan’s Teacher Shortage Isn’t Just About Getting More Recruits – The 74

    Fixing Michigan’s Teacher Shortage Isn’t Just About Getting More Recruits – The 74

    The number of vacancies is likely an undercount, because this number does not include substitutes or unqualified teachers who may have been hired to fill gaps.

    Local news reports and job boards suggest that at least some Michigan districts are still struggling to fill open positions for the fall of 2025.

    The teacher shortage is a nationwide problem, but it is especially acute in Michigan, where the number of teachers leaving teaching and the overall teacher shortage both exceed the national average. This shortage is particularly severe in urban and rural communities, which have the most underresourced schools, and in specialization areas such as science, mathematics and special education.

    For more than two decades, my work at Michigan State University has centered on designing and leading effective teacher preparation programs. My research focuses on ways to attract people to teaching and keep them in the profession by helping them grow into effective classroom leaders.

    Low pay and lack of support

    Teacher shortages are the result of a combination of factors, especially low salaries, heavy workloads and a lack of ongoing professional support.

    A report released last year, for example, found that Michigan teachers and teachers nationwide make about 20% less compared to those in other careers that also require a college education.

    From my experience working with teachers and district leadership across the state, I know that beginning teachers – especially those in districts which have severe shortages – are often given the most challenging teaching loads. And in some districts, teachers have been forced to work without the benefit of any kind of planning time in their daily schedule.

    The shortage was made much worse by the COVID-19 pandemic, which led many educators to leave the profession. Yet another culprit is the many teachers who, in Michigan as well as nationally, were hired during the 1960s and early ’70s, when school enrollments saw a massive increase, and who in the past decade have been retiring in large numbers.

    Creating pathways to certification

    One recent strategy to address the teacher shortage in Michigan has been to create nontraditional routes to teacher certification.

    The idea is to prepare educators more quickly and inexpensively. A variety of agencies – from the Michigan Department of Education, state-level grants programs such as the Future Proud Michigan Educator program, as well as private foundations and businesses – have helped these programs along financially.

    Even some school districts, including the Detroit Public Schools Community District, have adopted this strategy in order to certify teachers and fill vacant positions.

    Other similar programs are the product of partnerships between Michigan’s intermediate school districts, community colleges and four-year colleges and universities. One example is Grand Valley State University’s Western Michigan Teacher Collaborative, which targets interested students of college age. Another is MSU’s Community Teacher Initiative, designed to attract students into teaching while they are still in high school.

    Perhaps even more visible are national programs such as Teachers of Tomorrow and Teach for America. Candidates in such programs often work as full-time teachers while completing teacher training coursework with minimal oversight or support.

    ‘Stuffing the pipeline’ is not the solution

    But simply “stuffing the pipeline” with new recruits is not enough to solve the teacher-shortage problem in Michigan.

    The loss of teachers is significantly higher among individuals in nontraditional training programs and for teachers of color. This starts while they are preparing to be certified and continues for several years after certification.

    The primary reasons for the higher attrition rates include a lack of awareness of the complexity of schools and schooling, the lack of effective mentoring during the certification period, and the absence of instructional and other professional guidance in the early years of teaching.

    How to repair the leaky faucet

    So how can teachers be encouraged to stay in the profession?

    Here are a few of the things scholars have learned to improve outcomes in traditional and nontraditional preparation programs:

    Temper expectations. Teaching is a critically important career, but leading individuals to believe that they can repair the damage done by a complex set of socioeconomic issues – including multigenerational poverty and lack of access to healthy and affordable food, housing, drinking water and health care – puts beginning teachers on a short road to early burnout and departure.

    Give student teachers strong mentors. Working in schools helps student teachers deepen their knowledge not only of teaching but also of how schools, families and communities work together. But these experiences are useful only if they are overseen and supported by an experienced and caring educator and supported by the organization’s leadership.

    Recognize the limits of online learning. Online teacher preparation programs are convenient and have their place but don’t provide student teachers with real-world experience and opportunities for guided discussion about what they see, hear and feel when working with students.

    Respect the process of “becoming.” Professional support should not end when a new teacher is officially certified. Teachers, like other professionals such as nurses, doctors and lawyers, need time to develop skills throughout their careers.

    Providing this support sends a powerful message: that teachers are valued members of the community. Knowing that helps them stay in their jobs.

    This article is republished from The Conversation under a Creative Commons license. Read the original article.

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  • UNSW purchases six state-of-the-art aircraft for School of Aviation amid national pilot shortage

    UNSW purchases six state-of-the-art aircraft for School of Aviation amid national pilot shortage

    Flight instructor Arjun Jogia with one of his young trainees Ariane Fouracre. Picture: Richard Dobson

    As Australia stares down the barrel of a looming pilot shortage, more than 100 NSW university students are taking to the skies in brand new state-of-the-art training aircraft.

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