Teacher statistics inform policy-makers on the development of the system and benefit to students. The average teacher career length is about 14 years long and, they worked an average of 53 hours a week. The average student-teacher ratio is 16 students to one teacher. The state with the largest student to teacher ratio is Utah, with a student to teacher ratio of 34 students to one teacher. The state with the smallest student to teacher ratio is the Virgin Islands, with a student to teacher ratio of 11 students to one teacher.
So there are approximately , black teachers in the US. So there are approximately 2,, white teachers in the US. General Teacher Stats The average student to teacher ratio in the US is about For every male teacher, there are about 3.
There were What Percent of Teachers Are Women? Elementary: The ratio of female to male teachers is: 89 female teachers to 11 male teachers. High school: the ratio of female to male teachers is: 64 female teachers to 36 male teachers. Teacher demographics: Copy. How do increases in teacher effectiveness relate to this? Obviously, teacher quality is not the only factor that affects student achievement. But researchers have worked hard to isolate the impact of teachers from these other influences.
Rigorous studies consistently show that the impact of a more-effective teacher is substantial A high-performing teacher, one at the 84th percentile of all teachers, when compared with just an average teacher, produces students whose level of achievement is at least 0. In fact, the impact of having such a teacher could plausibly be as large as 0. Those impacts attenuate somewhat over time, however.
The literature, though less than definitive, suggests that perhaps 70 percent of the gains achieved that year are retained in the long run by the student. The persistence of achievement gains is important, because the more sustained that these increases are, the greater the positive impact teachers will have on the lifetime skills and therefore the earnings of students.
Put together, this evidence suggests that a teacher in the top 16 percent of effectiveness will have a positive impact as compared to an average teacher on longer-term student achievement that is 70 percent of the immediate gain, which as noted is at least 0. Take a good but not great teacher, one at the 69th percentile of all teachers rather than at the 50th percentile that is, a teacher who is half a standard deviation above the average.
While those numbers are not trivial, they burgeon dramatically once we recognize that every student in the class can expect such increases in earnings. Consider, for example, a teacher with a class of 20 students. But there is also symmetry to these calculations. Moreover, the economic value of an effective teacher grows with larger classes, as do the economic losses of an ineffective teacher. We can also approach this valuation calculation from the perspective of the impact of teacher effectiveness on the U.
As noted above, student achievement, which provides a direct measure of later quality of the labor force, is strongly related to economic growth. Improving achievement leads to a better prepared workforce and to greater growth, and this growth translates into higher levels of national income.
Starting again with the estimates of the difference in effectiveness of teachers, it is possible to calculate the long-term economic impact of policies that would focus attention on the lowest-quality teachers from U. Let us propose the following thought experiment: What would happen if the very lowest performing teachers could be replaced by just average teachers?
Based on the estimates of variation in teacher quality identified above, Figure 2 shows the overall achievement impact through a cycle of K—12 instruction.
S achievement could reach that in Canada and Finland if we replaced with average teachers the least effective 5 to 7 percent of teachers, respectively. S achievement could reach that in Canada and Finland if we replaced with average teachers the least effective 8 to 12 percent of teachers, respectively. Here the estimated value almost loses any meaning.
Closing the achievement gap with Finland would, according to historical experience, have astounding benefits, increasing the annual growth rate of the United States by 1 percent of GDP. Looking at Black, Latino, and Asian men more closely, we see that: The number of Black male teachers in the system has actually fallen from almost 3, in to around 2, in The number of Latino male teachers has remained almost constant, hovering at around 2, The number of Asian male teachers has also remained steady, at around 1.
For example: What strategies are effective for recruiting male teachers of color? Are certain school characteristics for example, school safety; relationships among teachers; or leadership associated with attracting or retaining male teachers of color?
Rounds to zero. Figure 3. Percentage of public school teachers who held a postbaccalaureate degree and percentage who held a regular or standard state teaching certificate or advanced professional certificate, by instructional level: School years — and — Figure 4.
Percentage distribution of teachers in public elementary and secondary schools, by years of teaching experience: School years — and — Figure 5. Average base salary for full-time teachers in public elementary and secondary schools, by years of full- and part-time teaching experience: — Figure 6.
Average base salary for full-time teachers in public elementary and secondary schools, by highest degree earned: — Related Indicators and Resources. Characteristics of Public School Principals. Teacher Turnover: Stayers, Movers, and Leavers [web-only]. Data Sources. Reference Tables.
Table Glossary Terms. Previous Versions of This Indicator. Characteristics of Public School Teachers — May
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