[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585508-105":59,"doc-detail-585508-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-state-of-the-connecticut-teacher-workforce-report","The State of the Connecticut Teacher Workforce - Report","","The report examines whether Connecticut faces teacher shortages, the severity and where gaps emerge, and how the teacher supply pipeline affects future demand. It finds limited evidence of a current statewide shortage of primary and secondary public school teachers, citing strong spending and near-top teacher salary levels. However, the analysis identifies worsening imbalances by geography, subject area, and student diversity, alongside declining enrollment in preparation programs, rising departures, and persistent specialization shortages.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-state-of-the-connecticut-teacher-workforce-report/585508/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-state-of-the-connecticut-teacher-workforce-report/585508.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Does Connecticut show evidence of a current teacher shortage?","Question",{"text":112,"@type":113},"Overall, Connecticut shows little evidence of a current shortage of primary and secondary public school teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors are contributing to growing scarcity despite limited statewide shortages?",{"text":117,"@type":113},"The report points to declining enrollment in teacher preparation programs, more teachers leaving the education workforce, and labor market signals such as increases in open teaching positions not filled and fewer applicants per open position.",{"name":119,"@type":110,"acceptedAnswer":120},"Which teacher specializations face persistent shortages in Connecticut?",{"text":121,"@type":113},"Persistent shortages are reported in Special Education, Mathematics, Science, World Languages, Bilingual Education and TESOL, School Library/Media Specialists, and Speech and Language Pathologists.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585508,1792061779,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The State of the Connecticut Teacher Workforce  \nThomas Gais Brian Backstrom Jamie Frank Alan Wagner  \nAugust 2019  \nABOUT THE AUTHORS  \nThomas Gais is a senior fellow at the Rockefeller Institute of Government  \nBrian Backstrom is director of education policy studies at the Rockefeller Institute of Government  \nJamie Frank is a visiting fellow at the Rockefeller Institute of Government  \nAlan Wagner is deputy director of education studies atthe Rockefeller Institute of Government  \nThe State of the Connecticut Teacher Workforce  \nThere has been an ongoing dialogue among education stakeholders across the nation about impending teacher shortages, and individual states have been grappling with how to properly detect and deal with potential gaps. But are there really shortages? If so, in what regions of the country or in states and to what degree of severity? What type of schools, subject matter areas, or socioeconomic characteristics are more prone to face shortages? Is this an emerging problem, a persistent problem in certain schools, or both? Do states have an adequate pipeline of teachers in preparation programs to meet future demand?  \nThe Rockefeller Institute of Government, the public policy think tank of the State University of New York, is analyzing data and trends in states across the nation to provide clarity and objective data to determine whether states are facing teaching shortages and the characteristics of any gaps.  \nThe Rockefeller Institute found a complicated and diverse picture of gaps in teacher supply and demand, one affected by individual circumstances that often vary by state—and even within individual states. This report is the fourth in a series of state studies by the Rockefeller Institute of P-12 teacher demand and supply. Three prior studies analyzed teacher workforces in South Dakota, New York, and Virginia. The analyses have been supported by a grant from the Council of Chief State School Officers and in partnership with the College Football Playoff Foundation’s Extra Yard for Teachers Program.  \nOverall, Connecticut shows little evidence of a current shortage of primary and secondary public school teachers. The state invests heavily in education by spending more than $19,000 per pupil in public schools, which ranks below levels only in New York and Washington, DC.1 Its average annual salaries of teachers in public elementary and secondary schools are also near the top: $77,717 in 2017, a level exceeded only by New York, California, and the District of Columbia. Connecticut is also one of the few states where average teacher salaries are roughly on par with the mean personal incomes of all state residents with at least a bachelor’s degree.2  \nThe state’s demand for new teachers also seems modest, helping to curtail any emerging shortage. Connecticut has experienced a decline in public elementary and secondary school enrollment of 4 percent between the fall terms of 2010 and 2015, the fourth largest decline in the nation.3 Yet despite falling enrollment, the state’s schools have expanded their teaching workforce in recent years, leading to a state-level decline in student-teacher ratios, down to a ratio of 12.3 in fall 2015.4 During declines in student enrollment, some states struggle to adequately staff high-poverty rural schools since such schools typically have fewer resources, yet still need teachers who can cover the entire curriculum despite falling enrollments; Connecticut, however, has little rural poverty.5  \nNonetheless, Connecticut does show imbalances between the supply and demand for public school teachers in geographic, subject-area, and diversity measures, and some imbalances are getting worse. Signs of a growing scarcity of teachers in Connecticut exist also because of falling enrollment in teacher education programs, too. Based largely on data supplied by the Connecticut State Department of Education, Rockefeller Institute of Government researchers found:  \n• Declining enrollment in","cbCaifkQyDCFGxyW","https://ap.wps.com/l/cbCaifkQyDCFGxyW","pdf",5722228,44,"English","# Overview and Research Questions\n## Teacher Shortage Evidence in Connecticut\n## Demand, Enrollment, and Student-Teacher Ratios\n## Supply Constraints and Labor Market Signals\n## Where Shortages Persist: Specializations and Endorsements","[{\"question\":\"Does Connecticut show evidence of a current teacher shortage?\",\"answer\":\"Overall, Connecticut shows little evidence of a current shortage of primary and secondary public school teachers.\"},{\"question\":\"What factors are contributing to growing scarcity despite limited statewide shortages?\",\"answer\":\"The report points to declining enrollment in teacher preparation programs, more teachers leaving the education workforce, and labor market signals such as increases in open teaching positions not filled and fewer applicants per open position.\"},{\"question\":\"Which teacher specializations face persistent shortages in Connecticut?\",\"answer\":\"Persistent shortages are reported in Special Education, Mathematics, Science, World Languages, Bilingual Education and TESOL, School Library/Media Specialists, and Speech and Language Pathologists.\"}]","The State of the Connecticut Teacher Workforce - Report | PDF",1792054911,111]