Science Teacher Supply in the United States

Abstract

The purpose of this study was to describe the supply and potential shortages of science teachers in the United States. Ninety‐six percent of the State Science Consultants of the 50 State Boards of Education responded to a 1992 survey to assess the supply of science teachers. This survey was modeled after Howe and Gerlovich's 1982 study to provide an assessment of changes in science teacher supply over the last 10 years. Although there were improvements in the supply of science teachers, shortages were reported in all science subjects and were particularly critical in physics, chemistry, and earth science. In addition to providing a needed update on science teacher supply, this study analyzed 45 previous studies of science teacher supply and found convincing evidence to support the hypothesis that there is a persistent but fluctuating long term shortage of science teachers. This shortage is attributed to competition with business and industry. To alleviate critical shortages of science teachers, it is recommended that salaries be raised to be more competitive with industry and a national database be established to facilitate monitoring the supply of science teachers.

Anatomy of a successful K–12 educational outreach program in the health sciences: Eleven years experience at one medical sciences campus

“…Crosby (in Sussman, 1993) concluded, "the key to any reform of education is the teacher." Training/re-training of teachers has many problems associated with it such as (1) the barriers between schools of education and science on the same or dissimilar campuses (Summerfield, 1996), (2) the low quality of the teaching of science (Weaver, 1984), and (3) the low quantity of well-trained science teachers (Hudson, 1996). Consequently, medical and graduate school faculty have a significant responsibility here (Miller et al, 1989a;Holcomb et al, 1994).…”

“…Offering mini-apprentice programs to small groups of K-12 students has minimal impact on the overall problem of the lack of interest in and/or the understanding of science by all students and citizens in the nation. Hudson (1996) proposed that the goal of national excellence in science for all of our students can only be realized if we have "highly trained, motivated science teachers for all of our students, regardless of the state or community in which they teach." The basic premise is that one teacher impacts thousands of students during her/his professional lifetime.…”

Science Teaching as a Profession: Why It Isn't. How It Could Be.

“…That will ensure that every classroom is covered but by fewer specialists in physical science, earth science, biology and chemistry teaching those subjects. 97 What about other pay-related incentives? Hiring bonuses?…”