In the ********* school year, there were an estimated ******* teachers in public elementary and secondary schools in Texas. California had the second-highest number of elementary and secondary school teachers, at *******.

In August 2025, about 57,000 teachers and other private educational staff quit their jobs in the United States. The number of quits among staff in the educational services industry reached its highest point since the beginning of the COVID-19 pandemic in April 2022. The number of quits dropped during the first months of the pandemic, but started to rise again towards the end of 2020.

Graph and download economic data for Employed full time: Wage and salary workers: Elementary and middle school teachers occupations: 16 years and over (LEU0254484100A) from 2000 to 2024 about elementary, schools, occupation, full-time, salaries, workers, education, 16 years +, wages, employment, and USA.

Teachers' Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 95 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted using surveys via the web or by mail. Telephone follow-up for survey non-response and data clarification was also used. Questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Public schools and teachers within those schools were sampled. The weighted response rate for schools providing lists of teachers for sampling was 81 percent, and the weighted response rate for sampled teachers completing questionnaires was 79 percent. Key statistics produced from FRSS 95 were information on the use of computers and internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities.

United States US: Secondary Education: Teachers: % Female data was reported at 62.010 % in 2015. This records a decrease from the previous number of 62.029 % for 2014. United States US: Secondary Education: Teachers: % Female data is updated yearly, averaging 60.829 % from Dec 1993 (Median) to 2015, with 22 observations. The data reached an all-time high of 62.587 % in 2004 and a record low of 55.596 % in 1999. United States US: Secondary Education: Teachers: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Female teachers as a percentage of total secondary education teachers includes full-time and part-time teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

United States Trained Teachers in Secondary Education: Female: % of Female Teachers data was reported at 100.000 % in 2022. This stayed constant from the previous number of 100.000 % for 2021. United States Trained Teachers in Secondary Education: Female: % of Female Teachers data is updated yearly, averaging 100.000 % from Dec 2014 (Median) to 2022, with 9 observations. The data reached an all-time high of 100.000 % in 2022 and a record low of 100.000 % in 2022. United States Trained Teachers in Secondary Education: Female: % of Female Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United States – Table US.World Bank.WDI: Social: Education Statistics. Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

As of 2024, the estimated number of nursing instructors and teachers employed in the United States ranged from *** professionals to ***** thousand by state. California registered the highest number of nursing assistants, whereas North Dakota had the lowest.

Dataset describing students to teacher ratios at states and counties US nation wide.

Table 1. Number and percentage distribution of private schools, students, and full-time equivalent (FTE) teachers, by selected school characteristics: United States, 2017–18

To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success. Please note: The larger complete data file is downloadable under the Attachments Section

During the academic year of 2021-22, public school teachers in the United States made an average of 66,397 U.S. dollars per year. This is a significant increase from the 1979-80 school year, when the average annual wage for public school teachers was 15,970 U.S. dollars.

Stagnating wages

While the American economy is doing well, wages have been stagnating in recent years. The federal minimum wage, which currently stands at 7.25 U.S. dollars per hour, has not been raised since July 2009, meaning that minimum wage has not increased with inflation. Although minimum wage varies by state, the federal minimum wage prevails in many states. Additionally, median hourly earnings for workers, while increasing steadily, have not seen any significant jumps in recent years.

Fair pay for teachers

The majority of Americans believe that teachers are not paid fairly for the work that they do. Full-time public elementary and secondary school teachers in the U.S. have the highest salary in New York state, but the lowest salary in Mississippi.

2017 NYC School Survey teacher data for all schools; To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

Teacher Shortage Areas 2019-20 (TSA 2019-20) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at . TSA 2019-20 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2019-20 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Graph and download economic data for Employed full time: Median usual weekly nominal earnings (second quartile): Wage and salary workers: Special education teachers occupations: 16 years and over (LEU0254537700A) from 2000 to 2024 about second quartile, occupation, full-time, salaries, earnings, workers, education, 16 years +, wages, median, employment, and USA.

About TFSThis is a study of public and private school teachers in elementary and secondary schools and is part of the NTPS study, which collects information from U.S. elementary and secondary schools and their staff. Use this study to learn about teacher retention and attrition rates, characteristics of teachers who stayed in the teaching profession and those who changed professions or retired, activity and occupational information for those who left the position of a K-12 teacher, reasons for moving to a new school or leaving the K-12 teaching profession, and job satisfaction.Data OrganizationEach table has an associated excel and excel SE file, which are grouped together in a folder in the dataset (one folder per table). The folders are named based on the excel file names, as they were when downloaded from the National Center for Education Statistics (NCES) website.In the TFS folder, there is a catalog csv that provides a crosswalk between the folder names and the table titles.The documentation folder contains (1) codebooks for TFS generated in NCES datalabs, (2) questionnaires for TFS downloaded from the study website and (3) reports related to TFS found in the NCES resource library.

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated school district boundary composite files that include public elementary, secondary, and unified school district boundaries clipped to the U.S. shoreline. School districts are special-purpose governments and administrative units designed by state and local officials to provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to develop demographic estimates and to support educational research and program administration. The NCES Common Core of Data (CCD) program is an annual collection of basic administrative characteristics for all public schools, school districts, and state education agencies in the United States. These characteristics are reported by state education officials and include directory information, number of students, number of teachers, grade span, and other conditions. The administrative attributes in this layer were developed from the most current CCD collection available. For more information about NCES school district boundaries, see: https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries. For more information about CCD school district attributes, see: https://nces.ed.gov/ccd/files.asp.Notes:-1 or MIndicates that the data are missing.-2 or NIndicates that the data are not applicable.-9Indicates that the data do not meet NCES data quality standards.Collections are available for the following years:2021-222020-212019-202018-192017-18All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

Abstract (en): This dataset contains records for each public elementary and secondary school in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside the United States for 1996-1997. Records in this file provide the National Center for Education Statistics and state identification numbers, name and ID number of the agency operating the school, name, address, and phone number of the school, school type (regular, special education, vocational education, alternative), locale code (seven categories from urban to rural), number of students by grade and ungraded, number of students eligible for free lunch, and number of students by five race/ethnic categories. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. All public elementary and secondary schools in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside the United States during 1996-1997. (1) The data contain high ASCII, accented Spanish characters. (2) Users are encouraged to check the NCES homepage (http://www.ed.gov/NCES/ccd/) for additional information on this collection. (3) The codebook and instruction manual are provided as Portable Document Format (PDF) files. The PDF file format was developed by Adobe Systems Incorporated and can be accessed using PDF reader software, such as the Adobe Acrobat Reader. Information on how to obtain a copy of the Acrobat Reader is provided through the ICPSR Website on the Internet.

This survey is part of a series that focuses on the opinions and experiences of the American teacher. Questions include President Clinton's proposals for public education, the role of government in education, priorities for education, and satisfaction of new teachers in the public education system.

This dataset displays state and district teacher indicators (In-Field or Experienced) by race and ethnicity with rows for different years. It was created as part of a dashboard supporting the Massachusetts Department of Elementary and Secondary Education's commitment to provide all students with a racially diverse and culturally responsive educator workforce.
Selected Teacher Indicators: This displays the number and percent of teachers who are licensed in the subject area(s) they teach (In-Field), as well as the number and percent of teachers who have been teaching in a Massachusetts public school for at least three years (Experienced). Note: The In-Field report uses end-of-year EPIMS; the most recently available data are displayed.
This dataset contains the same data that is also published in the Teacher Indicators table on our Educator Dashboard.

According to a survey conducted in 2023, ** percent of teachers at K-12 public schools in the United States said that the number one reason that they decided, on their own, to limit discussion of political and social topics in the classroom was because they were not sure that their school or district leaders would support them if parents expressed concerns. In comparison, ** percent said that their top reason was that they did not feel confident that they know enough about these topics to address them with their students.