Researcher Argues Teacher Shortages Reflect Deeper Workforce Challenges
In a new book, researchers Tuan Nguyen and Christopher Redding argue that U.S. teacher shortages have become normalized as the pipeline deteriorates. They report at least 56,000 unfilled positions and 350,000 underqualified teachers in the 2025-26 school year, alongside flatlined certification enrollment. The authors call for systemic solutions rather than quick fixes to build a stable workforce.
Tuan Nguyen, of the University of Missouri, and Christopher Redding, of the University of Florida, examine the educator workforce in their book Ending Teacher Shortages and a planned 2027 documentary. Their tracking shows unfilled teaching jobs increased, while many classrooms rely on instructors with emergency, temporary, provisional, or irregular credentials, or certified teachers assigned outside their preparation.
As of 2025-26, they estimate at least 56,000 vacancies and 350,000 underqualified educators. Certification program enrollment has mostly stopped growing. Nguyen notes that retirements are shrinking a once-larger reserve of experienced teachers, and that policymakers often overlook local and subject-specific mismatches, such as STEM or special education, because credentials rarely move easily across states.
If these workforce gaps persist, students in hard-to-staff subjects or districts could encounter larger classes, fewer course options, or instruction from teachers working outside their preparation. Families and communities may feel uneven effects, especially where local labor markets cannot easily import certified educators. Schools and districts could face recurring hiring strain, while policymakers and preparation programs may face pressure to address recruitment, retention, and credential portability. The book’s framing may shape how education leaders discuss shortages, though its practical impact will depend on whether its proposals gain traction.