Examining the Severity and Distribution of Educator Vacancies in Virginia

• In Event: School Staffing Challenges Through the Pandemic

Abstract

Perspectives
Numerous media have reported on the increase in educator attrition and vacancies. There is, however, a paucity of research on the severity and distribution of vacancies, particularly following the Covid pandemic. Recent research (Edwards et al., 2022; Nguyen, et al., 2022) and media reports (Barnum, 2022, Aug 11) have shown dramatic increases in the number of vacancies. Moreover, Edwards and colleagues (2022) documented an inequitable distribution of vacancies in Massachusetts, with greater vacancy rates for rural schools, schools enrolling greater percentages of students participating in the federal free-/reduced- price meal program (FARM), and students of color. Despite this research, we need much more detailed information on vacancies by school level, subject area, and for specific roles other than teacher.
Objectives
The objective of our study is to help remedy the paucity of research on educator vacancies. Specifically, our study has the following three objectives:

1. What were the statewide vacancy rates by educator role?
2. How did vacancy rates differ by school- and district- characteristics?
3. How did vacancy rates differ by student race, income, disability status, and English learner status?

Data
We relied on state administrative data collected by the Virginia Department of Education (VA DoE) in the fall of 2022. District personnel were asked to identify the number of unfilled positions by specific educator role--including both instructional and non-instructional positions. We also merge data collected by the VA DoE that includes school characteristics, achievement, and student attendance.

Methods
We conducted analyses for three school levels: elementary-, middle-, and high- schools. We employed descriptive statistics to answer all research questions. For RQ2, we also employed logistic regression analysis to identify the school characteristics associated with a school reporting at least one vacancy for selected positions. The dependent variable was whether a school had a vacancy for a particular role while independent variables included school characteristics (student demographics, student poverty rates, school size, and geographic location) and measures of student performance when available.

Results
For the 2021-22 school year, the vacancy rates were 3.1% for teaching positions, 6.8% of non-instructional positions, 6.4% of paraprofessional positions, and 3.1% of administrative positions. Consistent with prior research, both descriptive and regression results suggest that schools with greater percentages of students of color, students participating in the FARM program, rural schools, and lower performing schools had greater vacancy rates for most teacher roles, paraprofessionals, and were more likely to have any vacancy. We also found that a substantially greater percentage of Black and Latinx students were enrolled in schools with teacher vacancies. Indeed, the percentage point differences were 20 points for elementary schools, 15 points for middle schools, and 10 points for high schools.

Significance
Our findings shed light on the depth and distribution of vacancies across all educator roles. Most importantly, we identify the inequitable distribution of vacancies that disadvantages various groups of students--in particular, Black and Latinx students. Our findings highlight where policymakers need to focus their attention to ensure that all children have access to a quality education.

Authors

• Edward Fuller, Pennsylvania State University

• Liz Hollingworth, University of Iowa