In 2021, about 483,000 teachers were working in private elementary and secondary schools, and 3.21 million teachers were working in public elementary and secondary schools in the United States. By 2031, it was predicted that there will be 487,000 private elementary and secondary teachers, and 3.19 million public school teachers.

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.

In July 2025, about ****** teachers and other educational staff in the United States quit their jobs. The number of staff quitting the educational services industry reached its highest point since the beginning of the COVID-19 pandemic in January 2022, with ****** departures in that month. The number of quits dropped during the first months of the pandemic, but started to rise again in mid-2020. The seasonally adjusted number of quits in the educational services sector can be accessed here.

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).

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

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;

This dataset tracks annual total classroom teachers amount from 1990 to 2023 for U S Grant Elementary School

Graph and download economic data for Employed full time: Median usual weekly nominal earnings (second quartile): Wage and salary workers: Elementary and middle school teachers occupations: 16 years and over: Men (LEU0254644300A) from 2000 to 2024 about elementary, schools, second quartile, occupation, full-time, males, salaries, workers, education, earnings, 16 years +, wages, median, employment, and USA.

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.

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimates (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 2022-2023 CCD collection. 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.All 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.

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.

This dataset tracks annual total classroom teachers amount from 1987 to 2023 for Us Jones Elementary School

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.

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 survey (among educational leaders only) is the third survey focusing on the American Teacher and the teaching profession. Variables include educational reform, decent salary for teachers, smaller class size, study sabbaticals, financial support, parent involvement, tenure, decision-making, roles of principals and teachers, and career ladder programs.

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.

The Annual Arts Education survey collects information on student participation in and access to arts education at NYCDOE schools. Please note the following arts-related data are now collected from other sources: The number of certified art teachers and non-certified teachers teaching the arts is collected form the HR and BEDS survey The arts instructional hours provided to elementary students are collected from the Student Transcript and Academic Recording System (STARS) The middle and high school participation in the arts data and the NYSED requirement data are collected form STARS and the HS arts sequence data are also collected form STARS