Bill Overview
Title: Addressing Teacher Shortages Act of 2022
Description: 2022 This bill directs the Department of Education (ED) to establish an Addressing Teacher Shortages Program. Through this program, ED shall award grants for local educational agencies to address teacher shortage challenges. Specifically, grant funds may be used to establish or expand teaching residency programs, teacher mentor programs, specified recruitment and training programs, and other evidence-based strategies to increase teacher retention and support teachers.
Sponsors: Sen. Smith, Tina [D-MN]
Target Audience
Population: People in regions with significant teacher shortages globally
Estimated Size: 3000000
- The primary target population is teachers because the bill directly addresses improving their retention and creating supportive environments.
- Local educational agencies will use the grants to improve conditions that may affect current and future teachers, influencing the overall educational system.
- Students will be indirectly impacted as addressing teacher shortages can improve the quality and stability of education they receive.
- Other educational stakeholders, such as school administrators and educational policymakers, will also be impacted as they implement and oversee these initiatives.
Reasoning
- The bill specifically targets teacher shortages through grants that improve teacher retention, support, and recruitment in regions experiencing significant shortages.
- Impact levels will vary based on whether people are currently teachers, potential future teachers, students who are indirectly impacted, or educational administrators involved in implementing changes.
- Given the focus and budget scale, significant impacts are expected for individuals directly involved in teaching and those significantly impacted by teaching conditions.
- There will be a notable range of impact across different demographics, including differences in urban vs. rural regions.
Simulated Interviews
High School Teacher (Detroit, MI)
Age: 32 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- I've considered leaving the profession due to lack of support and resources.
- If this policy could provide sustained mentoring and collaborative programs, it might change my perspective.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 9 | 4 |
| Year 20 | 8 | 3 |
School Administrator (Los Angeles, CA)
Age: 45 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 15/20
Statement of Opinion:
- The more we can do to attract and keep great teachers, the better our schools will be.
- Funding is critical to creating an environment where teachers can thrive.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 4 |
| Year 5 | 7 | 3 |
| Year 10 | 8 | 3 |
| Year 20 | 7 | 2 |
Elementary School Teacher (Duluth, MN)
Age: 28 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 13/20
Statement of Opinion:
- A mentor program would have been valuable to me this year.
- Feeling supported in these early stages is vital.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 9 | 7 |
| Year 3 | 9 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 5 |
| Year 20 | 8 | 5 |
College Student (Boston, MA)
Age: 51 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 9/20
Statement of Opinion:
- Looking forward to more robust residency programs as I transition into the workforce.
- Better training opportunities will definitely boost my confidence as a teacher.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
High School Student (Charleston, WV)
Age: 15 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 10.0 years
Commonness: 16/20
Statement of Opinion:
- Lack of permanent teachers has disrupted learning.
- Having more stable teaching staff would definitely help us learn better.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 3 |
| Year 3 | 6 | 3 |
| Year 5 | 7 | 2 |
| Year 10 | 7 | 2 |
| Year 20 | 6 | 1 |
Education Policy Analyst (Atlanta, GA)
Age: 39 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- A well-funded program as described could impact retention rates positively.
- I hope the funds are distributed equitably to affect real change.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
Teaching Assistant (New York, NY)
Age: 26 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 11/20
Statement of Opinion:
- Grants targeting training programs can provide the needed support as I transition into a full-time role.
- Hoping for a streamlined path into full-time teaching.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
Principal (Chicago, IL)
Age: 48 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 14/20
Statement of Opinion:
- The shortage of qualified teachers affects our school's performance and student outcomes.
- Any initiative that supports retention is a step in the right direction.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 4 |
| Year 10 | 9 | 4 |
| Year 20 | 8 | 3 |
High School Senior (Austin, TX)
Age: 18 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 13/20
Statement of Opinion:
- Hearing about potential mentorship and training programs makes teaching more attractive.
- The program could influence my decision to pursue a teaching career.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Teacher (Phoenix, AZ)
Age: 34 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- Special education often struggles with staffing; this program could ease the burden.
- I'm hopeful it helps stabilize our staffing and improve resources.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 9 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 6 |
| Year 10 | 10 | 6 |
| Year 20 | 9 | 5 |
Cost Estimates
Year 1: $500000000 (Low: $400000000, High: $600000000)
Year 2: $520000000 (Low: $420000000, High: $620000000)
Year 3: $540000000 (Low: $440000000, High: $640000000)
Year 5: $580000000 (Low: $480000000, High: $680000000)
Year 10: $620000000 (Low: $520000000, High: $720000000)
Year 100: $1000000000 (Low: $800000000, High: $1200000000)
Key Considerations
- Addressing teacher shortages has the potential to significantly enhance the quality of education, leading to broader societal benefits.
- Managing grant allocation efficiently is crucial to ensure money is spent effectively.
- Education is a long-term investment; initial costs might be high, but the benefits can outweigh these in the long run.