A recent study conducted by the Center for Education Data and Research has revealed alarming findings regarding staffing shortages in school districts that serve 98% of students in Washington state. Wealthy districts, such as Mercer Island—where homes are valued around $2 million—have successfully filled 98% of their support staff positions. In stark contrast, the Tukwila School District, which serves 2,800 students of whom two-thirds are BIPOC or Asian and three-quarters come from low-income families, continues to seek additional staff, including a cafeteria worker, two bus drivers, and four paraeducators, even two months into the school year. The staffing shortages, exacerbated by the pandemic, have hit economically disadvantaged districts particularly hard.
In Tukwila, district administrators have taken on multiple roles, including substituting in classrooms and even driving buses—a task usually reserved for desk positions. “The impact of a staffing shortage feels more severe this year than it has in the past,” said Tukwila Human Resources Director Aaron Draganov, noting an unusually high number of retirements.
Conversely, districts like Mercer County School District report having a relatively smooth staff situation, with their HR Director expressing little concern about staffing shortages. While wealthier districts focus on minor issues, poorer districts face significant challenges.
The study indicates that economically disadvantaged districts require paraeducators and transportation workers at rates twice and three times higher than their affluent counterparts. Additionally, they struggle to find teachers for English language learners, nurses, janitors, and special education professionals—staff members critical for helping students recover from the pandemic’s effects. The disparities in staffing shortages are glaring; teachers often forgo lunch breaks to cover other classes and supervise students during meals, while 40% of district leaders describe the situation as “severe” or “very severe.” Current staff are overwhelmed, with 77% unable to find enough substitute teachers, a situation compounded by the reluctance of potential substitutes to work in schools grappling with COVID-19 challenges.
In one North Carolina middle school, applicants have noted they could earn significantly more at local fast-food establishments than in teaching roles. A first-grade teacher in Denver shared her frustrations about the lack of support, stating, “The biggest thing right now is that the mental health needs and academic needs are so high; it’s an unsustainable system on teachers due to the staff shortages.” As janitors are moved between schools, students’ needs, particularly regarding mental health, often go unaddressed.
Denver Public Schools currently have 1,360 open positions, including 700 substitutes, 400 paraprofessionals, and 100 classroom teachers. “The education system is not working, and I think we need to have a conversation on when we are going to accept that,” remarked a teacher from North High School.
In Oregon, the crisis is similarly dire. Sixteen districts, including Eugene, have been forced to cut vital life skills classes for students with cognitive disabilities, a violation of the Americans with Disabilities Act. In the Evanston/Skokie School District near Chicago, a recent school closure due to inadequate staffing has left 4,120 positions unfilled, impacting thousands of students. “The shortages are breaking along existing lines of disparity,” said education economist Dan Goldhaber from the University of Washington.
Wealthier districts have an easier time attracting staff due to perceptions of easier workloads and better-behaved students. In contrast, poorer districts face ongoing shortages and the resulting stress, perpetuating a cycle of inequity. The pandemic’s impact on education is far from over, and the ramifications of these staffing shortages will be felt for years to come.
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In summary, economically disadvantaged school districts are facing critical staffing shortages that significantly hinder their ability to support students, particularly in the wake of the pandemic. Wealthier districts are faring much better, highlighting disparities that need to be addressed to ensure equitable education for all.