This file includes Report Card teacher demographic data for the 2017-18 through 2023-24 school years. Data is disaggregated by state, ESD, LEA, and school level. Please review the notes below for more information.

This dataset contains counts of full-time staff, aggregated at the state, district, and school level. Additionally, the data are aggregated by job classification, education level, gender, race, and experience.

The proportion of male and female educators in public elementary and secondary schools.

According to a survey conducted in 2022, the majority of public K-12 teachers reported that their school had procedures to keep exterior doors locked during school hours, and had locks or other measures for interior doors, at ** percent and ** percent respectively. However, only ***** percent indicated that their schools had metal detectors or other screening at school entrances in place. In comparison, teachers in higher-poverty schools, in schools located in urban areas, and in schools which primarily served students of color were more likely to report that their schools had metal detectors or other screening in place.

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

Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state’s teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.

This report is prepared pursuant to Local Law 226 of 2019 regarding the demographics of school staff in New York City public schools. The law specifies the reporting of demographics (gender and race or ethnicity) for schools staff in three categories: teaching staff, leadership staff, and other professional and paraprofessional staff. Consistent with the law, the data is further disaggregated to show length of experience in the school and length of experience in the title. The data is shown for each school and aggregated for each community school district, by borough, and citywide. The following additional notes apply:

Statistical data on the number of registered teachers, the number of registered teachers by gender, the number of registered teachers by route of registration, number of registered teachers by post-primary subject, number of registered teachers by county and route. .hidden { display: none }

According to a survey conducted in 2023, ** percent of K-12 teachers in the United States said that current debates on how public K-12 schools should be teaching certain topics like race and gender identity has had neither a positive nor negative impact on their ability to do their job. In comparison, ** percent agreed that these debates has had a very or somewhat negative impact on their ability to do their job.

This dataset contains special education program characteristics and student demographics since 2019. It is a long file that contains multiple rows for each district, with rows for different years and indicators. For definitions of each indicator, please visit the RADAR Special Education Dashboard.

Resource Allocation and District Action Reports (RADAR) enable district leaders to compare their staffing, class size, special education services, school performance, and per-pupil spending data with similar districts. They are intended to support districts in making effective strategic decisions as they develop district plans and budgets.

This dataset is one of five containing the same data that is also published in the RADAR Special Education Dashboard: Special Education Program Characteristics and Student Demographics Special Education Placement Trajectory Students Moving In and Out of Special Education Services Special Education Indicators Special Education Student Progression from High School through Postsecondary Education

List of Indicators

• Enrollment
• Gradespan
• Race/Ethnicity
• Gender
• EL and Low Income/Economically Disadvantaged
• In District/Out of District
• Placement
• Disability Type
• Special Education FTEs per 100 SWDs

Across the rows are: total number of individual student surveys; total number of unique courses; number of female teachers with non-English and English speaking background; number of male teachers with non-English (NE) and English (E) speaking background; and the number of female and male international (I) and local (L) students.

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.

BD: Trained Teachers in Primary Education: Male: % of Male Teachers data was reported at 77.039 % in 2023. This records an increase from the previous number of 74.704 % for 2022. BD: Trained Teachers in Primary Education: Male: % of Male Teachers data is updated yearly, averaging 54.809 % from Dec 2005 (Median) to 2023, with 15 observations. The data reached an all-time high of 77.039 % in 2023 and a record low of 41.849 % in 2018. BD: Trained Teachers in Primary Education: Male: % of Male Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Bangladesh – Table BD.World Bank.WDI: Social: Education Statistics. Trained teachers in primary education are the percentage of primary 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;

BD: Trained Teachers in Lower Secondary Education: Male: % of Male Teachers data was reported at 67.999 % in 2023. This records an increase from the previous number of 67.088 % for 2022. BD: Trained Teachers in Lower Secondary Education: Male: % of Male Teachers data is updated yearly, averaging 53.276 % from Dec 1998 (Median) to 2023, with 18 observations. The data reached an all-time high of 67.999 % in 2023 and a record low of 32.951 % in 2001. BD: Trained Teachers in Lower Secondary Education: Male: % of Male Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Bangladesh – Table BD.World Bank.WDI: Social: Education Statistics. Trained teachers in lower secondary education are the percentage of lower 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;

Zimbabwe ZW: Trained Teachers in Secondary Education: Male: % of Male Teachers data was reported at 71.162 % in 2013. This records an increase from the previous number of 67.818 % for 2012. Zimbabwe ZW: Trained Teachers in Secondary Education: Male: % of Male Teachers data is updated yearly, averaging 69.490 % from Dec 2012 (Median) to 2013, with 2 observations. The data reached an all-time high of 71.162 % in 2013 and a record low of 67.818 % in 2012. Zimbabwe ZW: Trained Teachers in Secondary Education: Male: % of Male Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Zimbabwe – Table ZW.World Bank: 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; Weighted Average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

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.

Statistical data on the number of registered teachers, the number of registered teachers by gender, the number of registered teachers by route of registration, number of registered teachers by post-primary subject, number of registered teachers by county and route. .hidden { display: none }