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MARYLAND
TEACHER STAFFING REPORT
2002 - 2004
Maryland State Department of Education
200 West Baltimore Street
Baltimore, MD 21201-2592
August 27, 2002
Website: www.marylandpublicschools.org
Approved by the Maryland State Board of Education
August 27, 2002
MARYLAND STATE BOARD OF EDUCATION
200 West Baltimore Street
Baltimore, Maryland 21201-2202
Marilyn D. Maultsby, President
Reginald L. Dunn, Vice President
Jo Ann T. Bell
Philip S. Benzil
Dunbar Brooks
Clarence A. Hawkins
Walter S. Levin, Esquire
Karabelle Pizzigati
Edward L. Root
Walter Sondheim, Jr.
John L. Wisthoff
Caroline Gifford (student member)
Nancy S. Grasmick
Secretary-Treasurer of the Board
State Superintendent of Schools
The Maryland State Department of Education does not discriminate on the basis
of race, color, sex, age, national origin, religion, or disability in matters affecting
employment or in providing access to programs. For inquiries related to
departmental policy, please contact the Equity Assurance and Compliance
Branch at: (410) 767-0433, (410) 333-6442 TTY/TDD, or (410) 767-0431 FAX.
Parris N. Glendening, Governor
TABLE OF CONTENTS
Appendices and List of Tables .................................................................................................... ii
List of Figures ............................................................................................................................ iii
Executive Summary ................................................................................................................... iv
Introduction ................................................................................................................................. 1
Sharon Christa McAuliffe Memorial Teacher Education Award ........................................ 2
Overview of the Report .................................................................................................... 3
Section I: Incentives and Strategies for the Recruitment and Retention
of Quality Teachers and Principals .............................................................................. 5
Resident Teacher Certificate .......................................................................................... 5
The Distinguished Scholar Teacher Education Program .................................................. 7
Sharon Christa McAuliffe Memorial Teacher Education Award ........................................ 8
Maryland HOPE Teacher Scholarship ............................................................................. 9
Quality Teacher Incentive Act of 1999 ........................................................................... 10
Support Program for Teachers Seeking Certification
from the National Board for Professional Teaching Standards ................................... 11
Governor‟s Teacher Salary Challenge Program ............................................................ 12
Reemployment of Retired Teachers and Principals ....................................................... 13
Maryland‟s Initiative for New Teachers .......................................................................... 14
Home Ownership Opportunities Program for Teachers ................................................. 15
Home Incentives for Teachers and Teachers Next Door ............................................... 16
Tuition Tax Credits ........................................................................................................ 17
Summary....................................................................................................................... 17
Section II: Staffing Patterns By Certification Categories ............................................................ 18
New Hires ...................................................................................................................... 18
Methodology for Determining Teacher Shortage Areas ................................................. 22
Certification Areas with Shortages ................................................................................ 23
Certification Areas with Surpluses ................................................................................. 26
Trend Data .................................................................................................................... 27
Summary....................................................................................................................... 37
Section III: Geographic Areas of Projected Shortage ............................................................... 39
Information .................................................................................................................... 39
Procedures .................................................................................................................... 40
Findings for Geographic Areas of Projected Shortage ................................................... 41
Section IV: Maryland-Prepared Teacher Candidates by Certification Area
and Institution ........................................................................................................... 42
Content Area Shortages .............................................................................................. 43
Institutional Data ........................................................................................................... 47
Section V: Minority and Gender Data ........................................................................................ 52
Minority Data ................................................................................................................ 52
Minority Data of All Maryland Teachers and Students .................................................. 56
Gender Data ................................................................................................................. 56
Summary for Minority and Gender Hiring ....................................................................... 59
Section VI: Recommendations to the Maryland State Board of Education................................. 61
Recommendation 1 ....................................................................................................... 61
Recommendation 2 ....................................................................................................... 62
Recommendation 3 ....................................................................................................... 62
APPENDICES
Appendix A: §18-703. Sharon Christa McAuliffe Memorial Teacher Education Award .............. 64
Appendix B: Number and Types of Teacher Incentive Grants Awarded ………………………....67
Appendix C: Maryland Retired Teachers Reemployed by Local School Systems……………… 68
Appendix D: Maryland Teachers Issued a Provisional Certificate………………………………….69
Appendix E: Newly Hired Maryland Teachers Issued a Provisional Certificate …………………70
LIST OF TABLES
Table 1 Actual New Hires by Certification Area
Maryland Public Schools: Through October 2001 .............................................. 20
Table 2 Staffing Projections: 2002-2003
Maryland Public Schools .................................................................................... 24
Table 3 Staffing Projections: 2003-2004
Maryland Public Schools .................................................................................... 28
Table 4 Trend Data of New Hires by Source
Maryland Public Schools: 1992-1993 to 2001-2002 ........................................... 30
Table 5 Newly Hired Teachers by Local School System
Through October 2001 ....................................................................................... 35
Table 6 Supply of Maryland-Prepared Candidates by
Certification Area: 2000-2001 ............................................................................ 44
Table 7 Anticipated Teacher Candidates by Certification Area
Maryland Institutions of Higher Education: 2001-2002 and 2002-2003............... 48
Table 8 Newly Eligible Maryland Teacher Candidates
by Institution: 2000-2001 .................................................................................... 50
Table 9 Minority Maryland Teacher Candidates
1996-1997 to 2000-2001 .................................................................................... 53
ii
LIST OF TABLES, continued
Table 10 Percent of Minority New Hires by Certification Area
Maryland Public Schools: (Through October 2001) ............................................ 54
Table 11 Trend Data for Minority New Hires: 1997-1998 to 2001-2002
Maryland Public Schools: Through October 2001 ............................................... 57
Table 12 New Hires in Certification Areas by Gender
Maryland Public Schools: Through October 2001 .............................................. 58
Table 13 Maryland Teacher Candidates in Certification Areas
By Gender - 2000-2001...................................................................................... 60
LIST OF FIGURES
Figure 1 Trend Data: New Hires by
Maryland Public Schools: 1992-1993 to 2003-2004 ........................................... 31
Figure 2 New Hires: Through October 2001….…….…………………………………………33
Figure 3 Newly Hired Teachers by Local School System
Through October 2001 ....................................................................................... 34
Figure 4 Out-of-State versus In-State New Hires
2000-2001 and 2001-2002 ................................................................................. 36
Figure 5 Experienced versus Beginning New Hires
2000-2001 and 2001-2002 ................................................................................. 38
Figure 6 Trend Data: Teacher Education Candidates Prepared
by Maryland Institutions 1992-1993 to 2002-2003 .............................................. 46
iii
Executive Summary
The annual Maryland Teacher Staffing Report, 2002-2004, provides information
about teacher candidates who graduated from Maryland Institutions of Higher Education
and the hiring needs of local school systems. The report also outlines a number of
critical incentives and strategies for the recruitment and retention of quality teachers for
Maryland public schools.
The Maryland State Department of Education identifies teaching areas of critical
shortage and jurisdictions as geographic areas of projected shortage of certified
teachers. Students in Maryland preparing to become teachers in a critical shortage
area become eligible to receive tuition assistance. Three recommendations were
approved by the Maryland State Board of Education pursuant to §18-703 of the
Annotated Code of Maryland.
Recommendation 1: The Maryland State Board of Education declared the following
content fields as critical shortage areas:
Career and technology area:
o Technology education;
Computer science;
English for speakers of other languages (ESOL);
Foreign language:
o Spanish;
Mathematics;
Science areas:
o Chemistry,
o Earth/space science,
o Physical science, and
o Physics;
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Special education areas:
o Generic infant -grade 3,
o Generic grades 6 -adult,
o Severely and profoundly handicapped, and
o Visually impaired.
Recommendation 2: The Maryland State Board of Education declared the following 24
jurisdictions as geographic areas of projected shortage of certified teachers:
1. Allegany County 13. Harford County
2. Anne Arundel County 14. Howard County
3. Baltimore City 15. Kent County
4. Baltimore County 16. Montgomery County
5. Calvert County 17. Prince George‟s County
6. Caroline County 18. Queen Anne‟s County
7. Carroll County 19. St. Mary‟s County
8. Cecil County 20. Somerset County
9. Charles County 21. Talbot County
10. Dorchester County 22. Washington County
11. Frederick County 23. Wicomico County
12. Garrett County 24. Worcester County
Recommendation 3: The Maryland State Board of Education declared a shortage of
teachers who are males and teachers who are members of minority groups.
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INTRODUCTION
The Maryland Teacher Staffing Report, 2002-2004, is an annual study conducted
by the Maryland State Department of Education (MSDE) in conjunction with local school
systems and institutions of higher education that have teacher education programs. The
study began as a response to the 1984 legislation establishing tuition assistance for
Maryland college students who are preparing to teach in critical shortage content areas
in Maryland schools. The legislation provides for an annual declaration of teaching
fields that are considered to be critical content shortage areas; subsequent legislation
(1986) added identification of geographic areas experiencing teacher shortage. (See
Appendix A for §18-703 Sharon Christa McAuliffe Memorial Teacher Education Award.)
The legislation states that there will be a “certification for areas of critical and
geographic shortage by the State Superintendent of Schools who shall project annually
the number of vacancies for employment expected and the number of students
expected to graduate from programs qualifying them to teach in these fields during this
same period. The Superintendent shall certify annually to the State Scholarship
Administration those programs that continue to be areas of critical or geographic
shortage as evidenced by projected employment vacancies substantially exceeding
projected qualified graduates” (Annotated Code of Maryland §18-703).
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Sharon Christa McAuliffe Memorial Teacher Education Award
The tuition assistance program, called the Sharon Christa McAuliffe Memorial
Teacher Education Award, helps students who would like to teach in Maryland in a
content area that does not presently have a sufficient number of qualified teachers to
meet staffing needs. The designated critical shortage areas become the basis for
awards given by the Maryland State Scholarship Administration. The allocated amount
in FY 2002 was $911,000 (down from $1 million the year before), which can provide up
to $13,286 annually per academic year toward tuition, fees, room, and board. The
Maryland Higher Education Commission (MHEC), the state agency responsible for
granting the awards, reported they had 195 applicants eligible for the awards out of the
207 that applied, and 88 accepted the awards. Students who accept a scholarship
promise to teach in a Maryland public school in a critical shortage area, one year for
each year the award is received. An application for the scholarship can be obtained
from MHEC by calling 410-260-4545, or toll free at 1-800-974-1024, or visiting their
website at www.mhec.state.md.us.
In addition to the tuition awards, the United States Department of Education
certifies each state‟s critical shortage content areas to qualify certain students for
deferment of loan repayment under the federal Stafford and federal Supplemental
Loans for Students Programs. This designation also permits students who qualify as
Douglas scholars, under the Paul Douglas Teacher Scholarship Program authorized
under 34CFR 653.50(a)(2)(ii), to receive a reduction in their teaching obligation years.
More information on federal programs and their specific requirements can be obtained
through the Free Application for Federal Student Aid Hotline at 1-800-4FED-AID by
visiting their website at www.fafsa.ed.gov.
2
Overview of the Report
The Maryland Teacher Staffing Report, 2002-2004, is divided into six sections. A
brief description of each section is provided below.
Section I: Incentives and Strategies for the Recruitment and Retention of
Quality Teachers and Principals
The first section of the report discusses scholarship programs and other
incentives and strategies currently available to attract, recruit, and retain quality
teachers and principals for Maryland‟s public schools. Since 1999, the Maryland
legislative sessions introduced and continued several incentive programs to recruit and
retain quality teachers for the public school classrooms. The recruitment of high-quality
teachers is just one facet of Maryland‟s comprehensive school reform effort.
Section II: Staffing Patterns by Certification Categories
This section describes the fall 2001 teacher staffing data (the most current data
available) by content area, and the projection data for the following two school years
(2002-2003 and 2003-2004). Local school system personnel supply this data. The
report includes information on whether the new hires are beginning or experienced
teachers and whether they were prepared in Maryland or in out-of-state universities and
colleges.
Section III: Geographic Areas of Projected Shortage
This section cites the legislation that provides for the identification of geographic
areas of projected shortage. Included are the procedures, which describe how the
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projected areas of geographic shortages are identified, and the survey results from the
24 local superintendents.
Section IV: Maryland-Prepared Teacher Candidates by Certification Area
And Institution
This section provides data on the number of 2000-2001 teacher candidate
graduates from the twenty-two Maryland colleges and universities with approved
teacher preparation programs that graduated students in 2000-2001. Many of these
graduates were the new hires for the local school systems in the fall of 2001. A
projection of graduates by content area for the next two school years (2001-2002 and
2002-2003) is also provided.
Section V: Minority and Gender Data
This section presents analyses of minority teacher candidates by content area
and trend data on minority candidates for the last five years (1996-2001). It presents
the number of minority hires by content area and trend data on minority hires for the
past five years. Included also are charts on gender data for new hires (fall 2001) and
teacher candidate graduates (summer, 1999, fall, 2000 and spring, 2001).
Section VI: Recommendations for the Maryland State Board of Education
This section outlines recommendations for consideration by the Maryland State
Board of Education. These recommendations include identification of teaching fields
that are areas of critical shortage, local school system jurisdictions that qualify as areas
of geographic shortage, and identification of shortages of males and minority teachers.
4
SECTION I: INCENTIVES AND STRATEGIES FOR THE RECRUITMENT AND
RETENTION OF QUALITY TEACHERS AND PRINCIPALS
Maryland, like many other states, is faced with an aging teacher population,
rising student enrollments, and a shortage of qualified applicants to fill teacher
vacancies. Several vitally important teacher quality incentives and strategies are now
available, and funding for others is being pursued. An overview of existing incentives
and strategies is provided below. These incentives and strategies include: Resident
Teacher Certificate; the Distinguished Scholar Teacher Education Program; Sharon
Christa McAuliffe Memorial Teacher Education Award; Maryland HOPE Teacher
Scholarship; Quality Teacher Incentive Act of 1999; Support Program for Teachers
Seeking Certification from the National Board for Professional Teaching Standards;
Governor‟s Teacher Salary Challenge Program; Reemployment of Retired Teachers
and Principals; Maryland‟s Initiative for New Teachers (MINT), Home Ownership
Opportunities Program for Teachers; Home Incentives for Teachers (HIT) and Teachers
Next Door; and Tuition Tax Credits.
Resident Teacher Certificate
The Resident Teacher Certificate (RTC) was adopted by the Maryland State
Board of Education (COMAR 13A.12.01.05G) on December 19, 1990 and became
effective on April 1, 1991. The RTC creates an alternative route into the teaching
profession for local school systems that want to implement a Resident Teacher
Certificate program.
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A Resident Teacher Certificate (RTC) is designed to attract and recruit liberal
arts graduates and career changers who possess academic content backgrounds in the
arts and sciences. Once a RTC program is established by a local school system and
approved by the MSDE, an individual must meet the following entrance requirements:
Resident Teacher Certificate Program Entrance Requirements
Possess an earned bachelor‟s degree or higher from a regionally
accredited institution of higher education in area of assignment;
Receive an average of “B” or better in courses related to area of
assignment;
Complete 135 clock hours of study prior to employment as a resident
teacher; and
Submit qualifying scores on teacher certification tests (Praxis I (basic
skills) and Praxis II content tests only– the pedagogy tests are taken later).
Once the requirements listed above are satisfied, an individual is employed by the local
school system as a resident teacher. During employment, a resident teacher must
satisfy additional certification requirements as stipulated below.
Resident Teacher Certificate Program Employment Requirements
Complete an additional 45 clock hours of study (for secondary resident
teachers) or an additional 135 clock hours of study (for elementary
teachers) during employment as a resident teacher;
Receive mentoring for each year employed as a resident teacher;
Provide verification of satisfactory teaching performance for each year
employed as a resident teacher; and
Submit qualifying scores on remaining teacher certification tests – Praxis II
pedagogy tests – as required by the subject area.
6
Three local school systems (Baltimore City, Howard County and Prince
George‟s County) had Resident Teacher programs for this reporting period, 2001-2002.
Baltimore City had two programs, one developed by Baltimore City and one with the
national program called Teach for America. The Eastern Shore of Maryland Education
Consortium is taking applications for their RTC program. A full explanation of the
regulation governing the RTC can be found under COMAR 13A.12.01.05G. For more
information on specific RTC programs, please contact:
Ms. Semedra Thomas-Fields Mr. Robert J. Gaskin
Baltimore City Public Schools Prince George‟s County Public Schools
200 North Central Avenue Upper Marlboro, MD 20772
(410) 396-7383 (301) 952-6037
smfields@bcps.k12.md.us rgaskin@pgcps.org
Mr. Peter Kannam Ms. Barbara Matthews
Executive Director Howard County Public Schools
Teach for America 10910 Route 108
200 North Central Avenue Ellicott City, MD 21042
Baltimore, MD 21202 (410) 313-6813
(410) 783-1571 bmatthews@mail.howard.k12.us
pkannam@teachforamerica.org
Mr. Daniel Lessard
Eastern Shore of Maryland Education Consortium
Queen Anne County Public Schools
202 Chesterfield Avenue
Centreville, MD 21617
(410) 758-2403 Ext. 191
website: www.esmec.org (for an application)
Mdcert@qacps.k12.md.us
The Distinguished Scholar Teacher Education Program
This merit-based award program, available only to Distinguished Scholar Award
recipients, is designed to provide additional financial incentives to attract highly able
students to Maryland‟s teacher preparation programs. Each Distinguished Scholar
7
Award recipient receives $3,000, and the Distinguished Scholar Teacher Education
Program increases the total award by an additional $3,000 for those who want to
become teachers. This award provides scholarship support for students meeting
eligibility requirements. Additional information about the Distinguished Scholar Award
can be obtained by calling the State Scholarship Administration at 410-260-4565, toll-
free at 1-800-974-1024, or by visiting the website at www.mhec.state.md.us.
Sharon Christa McAuliffe Memorial Teacher Education Award
This is a tuition assistance program named for the first teacher in the United
States space program, Sharon Christa McAuliffe. It provides funding to full-or part-time
students to pursue teacher certification in Maryland in a critical shortage area.
Applicants must meet one of the following criteria:
Be an undergraduate who will have 60 credit hours by the beginning of the first
award year;
Be a degree-holding applicant who possesses a bachelor‟s or higher degree and is
not certified in a critical teaching shortage area; or
Be a classroom teacher who is not certified in a critical shortage subject area.
In addition, an applicant must be:
A Maryland resident with a cumulative grade point average of 3.0, and
Attending or planning to attend a Maryland higher education institution with an
approved program in the critical shortage area of interest.
The amount of the award may not exceed the equivalent annual tuition and mandatory
fees (and room and board, if applicable) of a resident undergraduate student at the
University of Maryland Baltimore County (UMBC). The maximum amount of the award
for 2002-2003 is $13,286. Beginning July 1, 2002, it may be used with any other
8
sponsored student financial aid as long as it does not exceed $14,200. For more
information, contact the Maryland Higher Education Commission (MHEC), State
Scholarship Administration at 410-260-4565, toll-free at 1-800-974-1024, or at
www.mhec.state.md.us.
Maryland HOPE Teacher Scholarship
The Maryland HOPE Teacher Scholarship, a program initiated in 1999 by
Governor Paris Glendening, provides awards to graduating high school seniors,
undergraduate students, and graduate students who seek to become classroom
teachers. In order to qualify for the Maryland HOPE Teacher Scholarship, applicants
must:
Attain a cumulative 3.0 grade point average (GPA);
Have a combined family income of $95,000 or less;
Be a Maryland resident;
Be a full-time student in an eligible teacher education program; and
Work as a full-time certified teacher in Maryland, one year for each year of
assistance received (or pay back the scholarship money with interest).
Students at two-year colleges are eligible for an annual award of $2,000 and students at
four-year colleges are eligible for an annual award of $5,000. Additional information
and applications for the Maryland HOPE Teacher Scholarship can be obtained by
calling the Maryland Higher Education Commission, State Scholarship Administration at
410-260-4565, toll-free 1-800-974-1024, or by visiting the website at
www.mhec.state.md.us.
9
Quality Teacher Incentive Act of 1999
In 1999, the Maryland General Assembly passed legislation, the Quality
Teacher Incentive Act (HB 9), enabling local school systems to offer a number of
possible incentives to recruit and retain quality teachers. Specifically, this law provides:
A $1,000 signing bonus for new classroom teachers graduating with a grade
point average of 3.5 on a 4.0 scale or its equivalent (amended in the 2002
session of the Maryland General Assembly). Anyone receiving a signing
bonus must remain employed in a public school system for a minimum of
three consecutive years or reimburse the State for the bonus;
A stipend of up to $2,000 a year (dollar for dollar match by local school
systems) for classroom teachers who earn national certification;
A $2,000 annual stipend for teachers holding an Advanced Professional
Certificate who work in challenge schools, reconstituted schools, or
reconstitution-eligible schools;
An expansion of the State-supported teacher mentoring program;
A $1,500 tax credit to offset graduate tuition costs for courses needed to
maintain certification;
Extension of the new teacher probationary period from two to three years;
and
A requirement that the employer of the individual who receives a bonus or
stipend pay the increase in fringe benefit costs associated with the bonus or
stipend.
10
To date, the impact of House Bill 9 on the recruitment and retention of quality
teachers in Maryland has been significant, and it will continue to be an effective element
of state educational policy. Appendix B: Quality Teacher Incentive Act, July 2002
displays the amount of money in teacher bonuses and stipends dispensed by the MSDE
in FY 2002.
Support Program for Teachers Seeking Certification from the National Board for
Professional Teaching Standards
The National Board for Professional Teaching Standards (NBPTS) is an
independent, nonprofit, nonpartisan organization established in 1987 to improve student
learning in America‟s schools by developing a system of advanced, voluntary
certification for teachers. The National Board established rigorous standards and a
performance-based certification system to recognize quality teaching.
In 1999, the Maryland General Assembly established a permanent program of
state and local aid to pay the assessment fee for public school teachers seeking
National Board Certification (Annotated Code of Maryland §6-306). Funding for 500
teachers is available. All 24 local school systems have participated in the recruitment
process. In addition to paying the assessment fee, the Maryland State Department of
Education, in collaboration with colleges and universities, businesses, and teachers'
associations, sponsors the Maryland National Board Candidate Support Network.
Candidates voluntarily attend monthly meetings on designated Saturdays at specified
locations throughout the state. Maryland's National Board Certified Teachers facilitate
the monthly meetings, which provide candidates structured opportunities to engage in
11
professional conversations about standards and practices. Through the Maryland
Candidate Support Network, candidates receive technical, intellectual, logistical, and
emotional support as they progress through the assessment process.
Since funding began in FY 2001, MSDE has issued over $300,000 in grants to
local school systems for teachers who achieved national certification and remained
classroom teachers. For more information, visit www.nbpts.org or MSDE‟s website at
http://certification.msde.state.md.us/NBC/ncbNbpts.html.
Governor’s Teacher Salary Challenge Program
The Governor‟s Teacher Salary Challenge Program was a partnership between
the State and local governments to increase teacher salaries by at least 10% over two
years, FY 2001 and FY 2002. If local governments raised teacher salaries by 8%, the
state would provide 2%.
Provisions of the Governor‟s Teacher Salary Challenge Program applied to all
certificated professional public school employees (i.e., classroom teachers, media
specialists, guidance counselors) except administrators. Governor Glendening
committed more than $100 million to this initiative, $80 million of which went toward
funding the salary increases and $20 million of which went to jurisdictions that had
difficulty meeting the funding challenge. This substantial pay increase over the past two
years has been credited with many teachers delaying their retirement to take advantage
of the salary challenge program.
12
Reemployment of Retired Teachers and Principals
In 1999 the Maryland General Assembly enacted legislation (Senate Bill 15) that
exempts certain retired teachers from an earnings limitation if they are reemployed as
classroom teachers, substitute teachers, or teacher mentors. Reemployment must
occur in a reconstitution-eligible school, a local school system declared as a geographic
shortage area, or in a subject which has been declared a critical shortage area. This
statute became effective on July 1, 1999 and will sunset on June 30, 2004.
During the 2000 session of the Maryland General Assembly, legislation (House
Bill 1404) was enacted permitting certain retired school principals to be exempt from an
earnings limitation if they are reemployed as school principals in a reconstitution-eligible
school, a local school system declared as a geographic shortage area, or in a subject
which has been declared a critical shortage area. This bill became effective July 1, 2000
and sunsets June 30, 2004. Appendix C: Retired Teachers and Principals Reemployed
by Local School Systems lists the number of teachers and principals that have been
rehired by school systems under these two bills.
In the 2001 legislative session, Senate Bill 221: State Retirement and Pension
System Reemployment of Retirees eliminated the earnings limitation for retirees of the
Employees‟ and Teachers‟ Retirement and Pension Systems who return to work with a
participating employer other than their employer at the time of their last separation from
employment. All Maryland State agencies and the University System of Maryland are
regarded as one employer for the purposes of this legislation. Retirees who return to
work for the same participating employer are not eligible for this earnings limit
exemption. Early service retirees must be retired 12 months before this earnings limit
exemption applies. Senate Bill 221 has no sunset provision for educators.
13
During the 2001 legislation session, House Bill 442: Teachers’ Retirement and
Pension Systems – Reemployment of Retired Personnel was passed eliminating the
earnings limit for service retirees, or early retirees who have been retired for at least one
year from the Teachers‟ Retirement and Pension Systems and:
Were employed as principals not more than 10 years before retirement;
Worked in a position supervising principals in the last assignment before
retirement; and
Have verification of better than satisfactory performance for each year prior to
retirement in a position supervising principals.
House Bill 442 is sunsets June 30, 2004.
Maryland’s Initiative for New Teachers (MINT)
On August 14, 2001, State Superintendent Nancy S. Grasmick unveiled
Maryland’s Initiative for New Teachers (MINT), a program to support new teachers, both
personally and professionally. MINT was developed to complement the local school
systems‟ efforts in supporting new teachers. The program was developed by a group of
experts in a statewide Educator Talent Bank, representing all 24 local school systems,
including Milken Award-winning educators, retired Maryland teachers and National
Board Certified Teachers, as well as prospective teachers.
The initiative includes several components to support new teachers and
emphasize their importance in the local community and also to the state of Maryland.
14
The features of MINT include:
A network of experienced teachers available to answer questions, offer
assistance and provide encouragement to new teachers;
Regional new teacher social events that are a combination social and non-
traditional professional development, to help beginning teachers connect with
one another and with teaching experts for discussions;
A series of short newsletters specifically designed for new teachers in order to
connect them with recognized experts and experienced educators;
A user-friendly section of the state website to assist the beginning teacher;
A longitudinal study tracking the progress of new teachers; and
Discounts and incentives with business partners to meet the needs of new
teachers.
Information on the MINT program, incentives, resources, publications, and Mint
“buddies,” is available at http://www.msde.state.md.us/mint/index.html.
Home Ownership Opportunities Program for Teachers
This initiative sets aside funding for low-interest mortgage rates for teachers
through the Department of Housing and Community Development‟s (DHCD) existing
bond-funded home ownership program. The interest rate is 5%, and this is a FHA or
VA insured mortgage. There is a household income limit, which varies from jurisdiction
to jurisdiction (i.e., in Baltimore City it is $66,900 for 1 or 2 individuals and $76,935 for 3
or more). More information is available at (410) 514-7530 or toll free at 1-800-638-
7781, or visit the DHCD website: www.dhcd.state.md.us.
15
Home Incentives for Teachers (HIT) and Teacher Next Door
Several programs have been developed by the housing industry in an effort to
recruit and retain quality teachers. Neither of the following two programs are
administered by the Maryland State Department of Education.
Housing Incentives for Teachers (HIT) was developed by Mid-Atlantic Relocation
for O‟Conor, Piper & Flynn ETA, exclusively for Maryland educators. The goal is to help
educators save money each time they buy or sell a home. It includes stipends and cash
bonuses. Discounts are also offered on mortgages, title insurance, home owners
insurance, and movement of household goods. More information is available at:
www.nrtma.com/HIT/parade.asp.
Teacher Next Door, a program to strengthen communities (along with its Officer
Next Door program) was developed by the U.S. Department of Housing and Urban
Development (HUD). The program offers HUD-owned, single family homes to public
and private school teachers at a 50% discount. To be eligible for the program, teachers
must be employed full-time and agree to make the homes their sole residence for three
years following the purchase. In addition, teachers must live in the school district or
jurisdiction in which they are employed and the HUD home must be located in a
designated revitalization area. “The escalating teacher shortage requires school
systems to employ innovative approaches to attract and retain teachers, and this is
especially true in low-income, urban neighborhoods," said Sandra Feldman, President,
American Federation of Teachers. "The Teacher Next Door program is a creative and
practical way to entice teachers to the communities where they are needed most.
Schools are cornerstones of the community, and this program will help deepen the
bonds between neighborhood schools and communities throughout the country, while
16
strengthening the teacher recruitment efforts." Information on this program is available
at http://www.hud.gov/offices/hsg/sfh/reo/tnd/tfaqs.cfm.
Tuition Tax Credits
All Maryland teachers are eligible for an annual $1,500 tuition tax credit, to offset
graduate tuition expenses necessary to maintain teaching certification. This tax credit
can be found in §10-717 of the Annotated Code of Maryland.
Summary
These many incentives and strategies are being implemented to assist Maryland
in recruiting and retaining quality teachers. Taken together, they have been effective as
state educational policy as Maryland attempts to entice the best and brightest teacher
candidates to Maryland‟s public school classrooms, and equally important, to promote
their retention. To further alleviate the shortages, the incentives also encourage and
reward retired teachers and principals to return to the public schools. For more
information, check the MSDE website at:
http://www.msde.state.md.us/factsndata/IncentivesUpdateWeb.htm.
17
SECTION II: STAFFING PATTERNS BY CERTIFICATION CATEGORIES
Staffing patterns are influenced by the number of available teachers for hiring
and the teacher shortages and surpluses in certification areas. This section discusses
the following: new hires, methodology for determining shortage areas, certification
areas with shortages, certification areas with surpluses, and trend data.
New Hires
In Section II: Staffing Patterns by Certification Categories, data collected from the
24 local school systems are used as the basis for describing the newly hired teachers for
the 2001–2002 school year (the most recent data available). The new hires reported are
those employed since last year‟s report, from November 2000 to October 2001, with the
majority hired prior to the beginning of school in the fall of 2001. MSDE‟s Division of
Planning, Results, and Information Management (PRIM) collects this data from the 24
local school systems once a year.
The term “new hires” as defined for this report, includes teachers from the
following four categories:
New hires with no experience who are Maryland college/university graduates;
New hires with no experience who are out-of-state college/university graduates;
New hires with experience who last taught in Maryland; and
New hires with experience who last taught outside Maryland.
Table 1, Actual New Hires by Certification Area, reports the number of new hires
for the 2001-2002 school year. The total number of new hires was 7,385, a decline of
18
3.5% from last year‟s 7,649. The table lists the new hires in four categories. There
were 4,030 beginning new hires (no previous teaching experience), a decline of 12.4%
from last year. The beginners included 1,694 graduates of Maryland colleges and
universities (a decline from last year of 10.7%), and 2,336 graduates from out-of-state
(a decline of 13.7%). The total number of experienced new hires was 3,355 (a 10.1%
increase) from last year. However, the number of experienced new hires who
previously taught in Maryland decreased from 1,860 to 1,820 (a 2.2% drop), while the
number of experienced new hires who previously taught out-of-state jumped from 1,187
to 1,535 (a 29.3% increase). Table 1 also presents the new hires in the four categories
by Maryland certification areas.
The new hires in Table 1 include teachers on several teaching certificates: the
professional certificate, issued to the new graduates upon completion of an approved
program or to other qualified teachers with experience in-state or out-of-state; the
Resident Teacher Certificate, given to those in Maryland‟s alternative certification
program; or the provisional certificate, issued to individuals hired by a local school
system, at the request of a local superintendent, who do not meet full certificate
requirements for the professional certificate.
Many local school systems are having difficulty meeting their teacher staffing
needs. As a result, the number of teachers on provisional certificates is increasing.
Provisional certificates are issued at the request of the local school system for one year,
but the local school system may request a renewal according to state regulations. There
are several reasons for requesting the provisional certificate. The teacher may be
19
Table 1
Actual New Hires by Certification Area
Maryland Public Schools: Through October 2001
Total Beginning New Hires* Experienced New Hires
New Maryland Non-MD Outside
Certification Area Hires Total IHE** IHE** Total Maryland Maryland
Total New Hires 7,385 4,030 1,694 2,336 3,355 1,820 1,535
Art (N-12) 157 103 59 44 54 35 19
Career/Technology Education (7-12) 232 105 31 74 127 91 36
Agriculture 4 0 0 0 4 2 2
Business Education 90 54 20 34 36 27 9
Family & Consumer Sciences 58 21 6 15 37 23 14
Technology Education 41 10 0 10 31 22 9
Trades and Industry 37 20 5 15 17 15 2
Health Occupations 2 0 0 0 2 2 0
Computer Science (7-12) 11 6 3 3 5 0 5
Early Childhood (N-3) 633 322 192 130 311 171 140
Elementary Education (1-6 and middle) 2,727 1,550 695 855 1,177 632 545
English (7-12) 625 363 130 233 262 141 121
ESOL (N-12) 103 42 17 25 61 18 43
Foreign Language (7-12) 197 97 28 69 100 58 42
French 63 25 6 19 38 24 14
German 12 9 2 7 3 3 0
Spanish 122 63 20 43 59 31 28
Health/Physical Education (N-12) 333 190 89 101 143 90 53
Mathematics (7-12) 386 219 75 144 167 86 81
Music (N-12) 235 116 28 88 119 60 59
Science (7-12) 467 283 96 187 184 93 91
Biology 311 192 74 118 119 58 61
Chemistry 56 35 14 21 21 12 9
Earth/Space Science 42 29 5 24 13 5 8
General Science 26 9 0 9 17 11 6
Physical Science 7 4 1 3 3 1 2
Physics 25 14 2 12 11 6 5
20
Table 1 (continued)
Actual New Hires by Certification Area
Maryland Public Schools: Through October 2001
Total Beginning New Hires* Experienced New Hires
New Maryland Non-MD Outside
Certification Area Hires Total IHE** IHE** Total Maryland Maryland
Social Sciences (7-12) 450 271 110 161 179 104 75
History 88 41 17 24 47 35 12
Political Science 14 9 2 7 5 3 2
Social Studies 348 221 91 130 127 66 61
Special Education 799 348 133 215 451 232 219
K-12 55 11 1 10 44 36 8
Generic Infant- grade 3 52 21 7 14 31 11 20
Generic Grades 1-8 524 241 97 144 283 136 147
Generic Grades 6-adult 142 64 28 36 78 42 36
Hearing Impaired 19 10 0 10 9 3 6
Severely Handicapped 4 1 0 1 3 3 0
Visually Impaired 3 0 0 0 3 1 2
Other Teaching Areas^ 30 15 8 7 15 9 6
* Includes teachers on provisional, resident teacher, and professional certificates.
** Institution of higher education.
^ Dance, drama/theater, other foreign languages, and speech/communication.
21
missing one or more required courses, or may not have taken or have passed all the
required Praxis I and II certification assessments. Appendix D: Maryland Teachers
Issued a Provisional Certificate, Two Year Comparison, lists the provisional teachers by
local school system. Appendix E: Newly Hired Maryland Teachers Issued a Provisional
Certificate, 2000-2001, lists the newly hired teachers, with and without experience,
issued provisional certificates.
Of the 5,351 provisional teachers in 2001-2002 (Appendix D) there are 2,163 or
40.4% new hires (Appendix E). Appendix E also shows that of these newly hired
teachers on a provisional certificate, 644 had prior teaching experience, while 1,519
were new hires with no prior teaching experience.
To summarize, the total number of new hires in 2001-2002 is smaller than
predicted, a 3.5% decrease from 7,649 (last year) to 7,385 (this year). It seems that the
state incentives to retain experienced teachers are effective (Section I).
Methodology for Determining Shortages
PRIM collects and analyzes the data provided by the local school systems for
this report. PRIM uses data from the past five years to project teacher needs, by
certification area, for the next two years. These projections are compared with what the
local school systems report they will need. Using that comparison, PRIM projects if
there will be a surplus or a shortage in a subject area.
22
To determine the staffing projections rate for 2002-2003 and 2003-2004, PRIM
uses the following formula:
Rate = 1 + (# of new hires in 2001 - 2002 - # of new hires in 1997-1998) /5
# of new hires in 1997-1998
The formula calculates the rate of five years of change, with 1 as the rate base. Table 2,
Staffing Projections, 2002-2003, provides information on the “projected staffing pool”,
the “projected new hires,” and their difference, by certification area. To determine the
“projected staffing pool” for 2002-2003, the rate is multiplied by the number of new hires
in the latest year (2001-2002). The number of “projected new hires” is provided by the
local school systems. If the difference of the „‟projected staffing pool” and „projected
new hires‟ is less than 90% (pool as percent of hires), the subject area is considered for
declaration as a critical shortage area
Certification Areas with Shortages
Table 2 provides the information needed to declare the shortages by
certification area. If a school system is projected to fill fewer than 90% of the vacancies
in an area from the “projected staffing pool”, that subject is considered for declaration as
a critical shortage area. However, if any subject has a need of 10 or fewer teachers, it
is not considered for declaration as a critical shortage area, i.e., Health Occupations.
The vocational area, Trades and Industry, is also not included since that certification
area does not require a college degree and does not qualify for scholarship funds.
23
Table 2
Staffing Projections: 2002-2003
Maryland Public Schools
Difference
Projected Projected Pool Pool as
Staffing New Minus Percent
Certification Area Pool Hires Hires of Hires
Total Teachers 7,858 7,293 565 108%
Art (N-12) 167 122 45 137%
Career/Technology Education (7-12) 247 239 8 103%
Agriculture 4 4 0 106%
Business Education 96 71 25 135%
Family & Consumer Sciences 62 57 5 108%
Technology Education 44 59 -15 74%
Trades and Industry 39 45 -6 87%
Health Occupations 2 3 -1 71%
Computer Science (7-12) 12 33 -21 35%
Early Childhood (N-3) 674 720 -46 94%
2,902
Elementary Education (1-6 & middle school) 2,244 658 129%
English/Language Arts (7-12) 665 481 184 138%
ESOL (N-12) 110 155 -45 71%
Foreign Language (7-12) 210 257 -47 82%
French 67 52 15 129%
German 13 12 1 106%
Spanish 130 193 -63 67%
Health/Physical Education (N-12) 354 222 132 160%
Mathematics (7-12) 411 534 -123 77%
Music (N-12) 250 194.5 56 129%
Science (7-12) 469 527 -58 89%
Biology 331 232 99 143%
Chemistry 60 72 -12 83%
Earth/Space Science 45 82 -37 54%
Physical Science 7 97 -90 8%
Physics 27 44 -17 60%
24
Table 2 (continuted)
Staffing Projections: 2002-2003
Maryland Public Schools
Difference
Projected Projected Pool Pool as
Staffing New Minus Percent
Certification Area Pool Hires Hires of Hires
Social Sciences (7-12) 479 387 92 124%
History 94 74 20 127%
Political Science 15 9 6 166%
Social Studies 370 304 66 122%
Special Education 850 1,116 -266 76%
Generic infant - grade 3 55 103 -48 54%
Generic Grades 1-8 603 566 37 107%
Generic Grades 6-Adult 164 348 -184 47%
Hearing Impaired 20 18 2 112%
Severely Handicaped 4 65 -61 7%
Visually Impaired 3 16 -13 20%
Other Teaching Areas^ 60 61 -1 98%
^ Other teaching areas include: theater/drama, dance, Latin, speech/communication,
health occupations, psychology, and sociology.
25
The critical shortage areas with the estimated percent available in the hiring pool for
2001-2002 include:
Special education severely and profoundly handicapped (7%);
Physical science (8%);
Computer science (35%);
Special education visually Impaired (20%);
Special education generic grades 6-adult (47%);
Earth/space science (54%);
Special education generic infant -grade 3 (54%);
Physics (60%);
Spanish (67%);
English for speakers of other languages (ESOL) (71%);
Technology education (74%);
Mathematics (77%); and
Chemistry (83%).
The national press has reported nationwide shortages in all of these areas, as
well as a shortage of teachers in general. Because of this, Maryland‟s local school
systems are in competition with several neighboring states, many of which pay higher
salaries.
Certification Areas with Surpluses
Table 2 also reports the content areas with a possible surplus of teachers in
2002-2003. Because the projected staffing pool exceeds the projected hiring needs in
these areas, local school systems are expected to be able to fill these vacancies.
Several content areas that show a projected surplus of potential teachers include:
26
▪ Health/physical education (160%); ▪ Elementary education (129%);
▪ Biology (143%); ▪ French (129%);
▪ English/language arts (138%); ▪ Music (129%),
▪ Art (137%); ▪ History (127%); and
▪ Business education (135%); ▪ Social studies (122%).
Having state surpluses does not assure local school systems that they will have
an ample supply of new teachers. Many new graduates do not enter teaching
immediately upon completion of college. Additionally, new teachers may choose to
begin their careers in certain local school systems but not in others, contributing to what
the national press calls “a distribution problem.”
Table 3, Staffing Projections: 2003-2004 depicts the projected number of new
hires needed for the 2003-2004 school year. Local school system human resource
personnel provided these projected numbers of new hires. It is expected the
certification areas for shortage for 2002-2003 will remain the same in 2003-2004.
Trend Data
Table 4, Trend Data of New Hires 1992-1993 to 2001-2002, reports the ten-year
trend of new hires. The number has increased over the past ten years (137%). During
this time, three years show a decrease, 1993-1994, 1995-1996, and 2001-2002.
Figure 1, Trend Data: New Hires by Maryland Local Schools, 1992-1993 to 2003-
2004 is a graphic presentation of this ten-year trend. Figure 1 also includes the number
of projected hires needed for 2002-2003 and 2003-2004. The local school systems
provided the projected number of new hires.
27
Table 3
Staffing Projections: 2003-2004
Maryland Public Schools
Difference
Projected Projected Pool Pool as
Staffing New Minus Percent
Certification Area Pool Hires Hires of Hires
Total Teachers 8,361 7,974 387 105%
Art (N-12) 178 143 35 124%
Career/Technology Education (7-12) 263 266 -3 99%
Agriculture 5 4 1 113%
Business Education 102 73 29 140%
Family & Consumer Sciences 66 66 0 99%
Technology Education 46 68 -22 68%
Trades and Industry 42 45 -3 93%
Health Occupations 2 10 -8 23%
Computer Science (7-12) 12 41 -29 30%
Early Childhood (N-3) 717 744 -27 96%
Elementary Education 3,087 2,386 701 129%
(1-6 & middle school)
English/Language Arts (7-12) 708 536 172 132%
ESOL (N-12) 117 187 -70 62%
Foreign Language (7-12) 223 297 -74 75%
French 71 68 3 105%
German 14 14 0 97%
Latin 0 13 -13 0%
Spanish 138 202 -64 68%
Health/Physical Education (N-12) 377 246 131 153%
Mathematics (7-12) 437 598 -161 73%
Music (N-12) 266 211.0 55 126%
Science (7-12) 499 608 -109 82%
Biology 352 265 87 133%
Chemistry 63 85 -22 75%
Earth/Space Science 48 89 -41 53%
Physical Science 8 114 -106 7%
Physics 28 55 -27 51%
28
Table 3 (continuted)
Staffing Projections: 2003-2004
Maryland Public Schools
Difference
Projected Projected Pool Pool as
Staffing New Minus Percent
Certification Area Pool Hires Hires of Hires
Social Sciences (7-12) 509 408 101 125%
Geography 0 8 -8 0%
History 100 81 19 123%
Political Science 16 12 4 132%
Social Studies 394 307 87 128%
Special Education 905 1,262 -357 72%
Generic infant - grade 3 59 131 -72 45%
Generic Grades 1-8 642 610 32 105%
Generic Grades 6-Adult 174 407 -233 43%
Hearing Impaired 22 18 4 119%
Severely Handicaped 5 81 -76 6%
Visually Impaired 3 15 -12 23%
Other Teaching Areas^ 63 41 22 155%
^ Other teaching areas include: theater/drama, dance, Latin, speech/communication,
health occupations, psychology, and sociology.
29
Table 4
Trend Data of New Hires by Source
Maryland Public Schools: 1992-1993 to 2001-2002
Beginning Experienced
Non Taught
Maryland Maryland Taught in Outside
Year Total Prepared Prepared Maryland Maryland
1992-1993 3,120 1,005 1,016 444 655
1993-1994 2,955 1,014 829 525 587
1994-1995 3,774 1,187 1,234 752 601
1995-1996 3,623 1,123 1,127 533 840
1996-1997 4,588 1,455 1,363 1,112 658
1997-1998 5,595 1,780 1,537 1,362 916
1998-1999 6,033 1,543 1,871 1,426 1,193
1999-2000 7,329 1,665 2,233 2,072 1,359
2000-2001 7,649 1,896 2,706 1,860 1,187
2001-2002 7,385 1,694 2,336 1,820 1,535
30
31
Figure 2, New Hires Through October 2001 shows the four categories of new
hires: beginning teachers who are Maryland prepared candidates (23.0%); beginning
teachers who are out-of-state prepared candidates (31.6%); experienced teachers who
last taught in Maryland (24.6%); experienced teachers who last taught outside Maryland
(20.8%). The percent of beginning teachers hired this year (54.6%) is down from last
year (60.2%), while the percent of experienced teachers hired this year (45.4%) is up
from last year (39.8%). Maryland continues to hire many out-of-state teachers, 52.4%
this year, higher than the 52.4% last year.
Figure 3, Newly Hired Teachers by Local School System Through October 2001,
reports the number of new teachers hired by each local school system. The number
ranges from a low of 14 new hires in Garrett County to a high of 1,610 new hires in
Prince George‟s County. The five largest school systems (Prince George‟s,
Montgomery, Baltimore County, Baltimore City, and Anne Arundel County) hired 68.5%
of the teachers. Table 5: Newly Hired Teachers by Local School System reports on
the number of new hires by each local school system. It also includes whether the new
hires were beginners or experienced, and whether these new hires were from within
the state or from out-of-state.
Figure 4, Out-of-State versus In-State New Hires: 2000-2001 and 2001-2002,
compares out-of-state hiring and in-state hiring for the last two years. Both the number
of Maryland and out-of-state new hires have decreased compared to last year. The in-
state new hires decreased 6.4% from 3,756 to 3,514, while the out-of-state new hires
decreased 0.6% from 3,893 to 3,871.
32
New Hires: Through October 2001
Out-of-state prepared
31.6%
Maryland prepared 23.0%
Beginning Teachers 54.6%
Last taught in Maryland 24.6%
Experienced Teachers 45.4%
Last taught outside Maryland 20.8%
Figure 2
33
34
Table 5
Newly Hired Teachers by Local School System
Through October 2001
Total Newly Beginning New Hires Experienced New Hires
Hired Maryland Non-MD Outside
Local School Systems Teachers* Total IHE** IHE** Total Maryland Maryland
Total 7,385 4,030 1,694 2,336 3,355 1,820 1,535
Allegheny 46 18 13 5 28 23 5
Anne Arundel 567 275 141 134 292 181 111
Baltimore City 874 624 297 327 250 181 69
Baltimore County 828 490 187 303 338 230 108
Calvert 118 48 22 26 70 42 28
Caroline 52 27 12 15 25 16 9
Carroll 164 89 51 38 75 57 18
Cecil 94 55 16 39 39 12 27
Charles 233 113 31 82 120 44 76
Dorchester 34 23 10 13 11 8 3
Frederick 327 165 86 79 162 100 62
Garrett 14 7 5 2 7 4 3
Harford 295 188 99 89 107 66 41
Howard 409 229 149 80 180 120 60
Kent 19 8 4 4 11 8 3
Montgomery 1,177 590 229 361 587 266 321
Prince George's 1,610 763 199 564 847 362 485
Queen Anne's 57 27 15 12 30 19 11
St. Mary's 130 84 30 54 46 18 28
Somerset 21 14 7 7 7 0 7
Talbot 53 28 12 16 25 19 6
Washington 123 82 26 56 41 15 26
Wicomico 98 65 41 24 33 18 15
Worcester 42 18 12 6 24 11 13
* Total newly hired includes teachers on provisional, resident teacher, and professional certificates.
** Institution of higher education
35
Out-of-State Versus In-State New Hires
2000-2001 and 2001-2002
3,893
3,871
3,900
3,756 2000-2001
2001-2002
3,800
Number of New Hires
3,700
3,600 3,514
3,500
3,400
3,300
Out-of-State In-State
Figure 4
36
Figure 5, Experienced versus Beginning New Hires: 2000-2001 and 2001-2002,
compares experienced and beginning teacher hiring for the past two years. The
number of experienced teachers increased from 3,047 last year to 3,355 for this
reporting period, a 10.1% increase. The number of beginning teachers decreased from
4,602 last year to 4,030 for this reporting period, a 12.4% decrease.
Summary
To summarize, the following are the critical shortage areas identified for the
academic year 2001-2002.
Career and technology area:
o Technology education;
Computer science;
English for speakers of other languages (ESOL);
Foreign language:
o Spanish;
Mathematics;
Science areas:
o Chemistry,
o Earth/space science,
o Physical science, and
o Physics;
Special education areas:
o Generic infant - grade 3,
o Generic grades 6 - adult,
o Severely and profoundly handicapped, and
o Visually impaired.
37
o
38
SECTION III: GEOGRAPHIC AREAS OF PROJECTED SHORTAGE
Background
Maryland legislation enacted in 1986 (Annotated Code of Maryland §18-703)
requires the State Board of Education to identify areas of geographic shortage annually.
The intent of the legislation is to assist local school systems that are characterized by
geographical conditions that make the recruitment and retention of qualified teachers
difficult.
Until the Legislative Reform Act of 1991, an incentive was provided for
scholarship recipients who elected to teach in a declared area of geographic shortage.
The Reform Act of 1991 eliminated the geographic shortage area incentive for
scholarship recipients, but Senate Bill 15, Reemployment of Retired Teachers, passed
during the 1999 legislative session, provides an incentive to assist local school systems
that are declared a geographic area of shortage. Specifically, a local school system that
has been declared as a geographic area of shortage may reemploy retired teachers. If
the teachers return to work, they receive an exemption from an earnings limitation that
normally is a requirement of their pension. The eligible teachers may be reemployed as
classroom teachers, substitute teachers, or teacher mentors in a reconstitution-eligible
school.
In the 2000 Maryland General Assembly session legislation was enacted to
address the principal shortage. Senate Bill 220 was passed to permit certain retired
39
school principals to be exempt from an earnings limitation if they are reemployed as
principals in a reconstitution-eligible school; a local school system declared as a
geographic shortage area; or, in a subject that has been declared a critical shortage
area.
Procedures
To determine the areas of geographic shortage for this report, these procedures
were followed:
The content areas identified as critical shortages for at least three years by the
State Board of Education were computer science, mathematics, ESOL, physical
science, and special education.
Each local school superintendent was surveyed to determine if he/she was able to
satisfy the need for teachers in any of the above content areas.
Each local school superintendent was asked to respond to two questions:
1) Did your local school system experience a critical shortage of teachers in
any of the following state identified critical shortage areas: computer
science, ESOL, mathematics, science or special education?
2) If yes, do you wish to have your local school system declared an area of
geographical shortage?
Each local school system superintendent had to agree to his/her system being
designated an area of geographic shortage. Only those whose school systems
40
qualified, and whose local school superintendents agreed to be identified have been
named geographic areas of projected shortage.
Findings for Geographic Areas of Projected Shortage
Using the above procedures, the following 24 jurisdictions in Maryland are
identified as geographic areas of projected shortage:
1. Allegany County 13. Harford County
2. Anne Arundel County 14. Howard County
3. Baltimore City 15. Kent County
4. Baltimore County 16. Montgomery County
5. Calvert County 17. Prince George‟s County
6. Caroline County 18. Queen Anne‟s County
7. Carroll County 19. St. Mary‟s County
8. Cecil County 20. Somerset County
9. Charles County 21. Talbot County
10. Dorchester County 22. Washington County
11. Frederick County 23. Wicomico County
12. Garrett County 24. Worcester County
41
SECTION IV: MARYLAND-PREPARED TEACHER CANDIDATES BY
CERTIFICATION AREA AND INSTITUTION
There are now 23 institutions of higher education in Maryland with teacher
education programs. The University of Maryland University College has been approved
to become the 23rd institution offering teacher education degrees. Being new, they have
not had their first graduating class. Another recent higher education change is the
name change of Western Maryland College to McDaniel College, effective July 1, 2002.
Each year MSDE requests that institutions of higher education send their current
graduate list for the “supply” side of the Teacher Staffing Report. These teacher
candidates (including summer 2000, fall 2000, and spring 2001 graduates) were the
pool of Maryland new hires for the local school systems for the fall 2001 school year,
the reporting period for this report. In addition to the actual number of graduates, the
report collects and includes the estimated number of teacher education graduates from
the classes of 2002 and 2003, as projections.
In the 2000-2001 graduating class, as displayed in Table 6, Supply of Maryland
Prepared Candidates by Certification Area: 2000-2001, there were 2,332 Maryland
teacher education graduates. The largest number of graduates continues to be in
elementary education (1,042) and early childhood education (294), two areas that are
never on the critical shortage list. Other large numbers of graduates are in special
education (202), the social sciences (174), English/language arts (119), and physical
education (110). Of these areas, only special education is identified as a critical
shortage area.
42
Content Area Shortages
It is important to compare the critical shortage areas identified in Table 2 with
those found in Table 6 to note the number of teacher education graduates by content
area in Maryland‟s critical shortages. Below is the number of Maryland candidate
graduates in the areas on the critical shortage list.
Critical Shortage Area 1999-2000 2000-2001
Computer science 0 1
ESOL 24 38
Mathematics 67 69
Chemistry 16 14
Earth/space science 5 6
Physical science 0 4
Physics 4 3
Spanish 34 33
Special education generic infant - grade3 40 22
Special education generic grade 6-adult 47 49
Special education severely handicapped 14 11
Special education visually impaired 0 0
(Maryland institutions have no programs for the visually impaired.)
Figure 6, Trend Data: Teacher Education Candidates Prepared by Maryland
Institutions, 1991-1992 to 2002-2003, shows the number of teacher education
candidates graduating from Maryland institutions of higher education over a period of
ten years, as well as projections for the next two years, 2001-2002 and 2002-2003.
Figure 6 also indicates that in the past ten years there has only been a 13.3% increase
in the number of teacher education graduates (1991-1992 to 2000-2001).
43
Table 6
Supply of Maryland-Prepared Candidates by Certification Area
2000 -- 2001
Total New
Teacher
Certification Area Supply
Total 2,332
Art (N-12) 81
Career/Technology Education (7-12) 11
Agriculture 3
Business Education 8
Family & Consumer Sciences 0
Technology Education 0
Trades and Industry 0
Health Occupations 0
Computer Science (7-12) 1
Early Childhood (N-3) 294
Elementary Education (1-6 & middle school) 1,042
English/Language Arts (7-12) 119
English 118
Speech 1
ESOL(N-12) 38
Foreign Language (7-12) 39
French 4
German 2
Spanish 33
Health (7-12) 17
Mathematics (7-12) 69
Music (N-12) 40
Physical Education (N-12) 110
Science (7-12) 89
Biology 62
Chemistry 14
Earth/Space Science 6
Physical Science 4
Physics 3
44
Table 6 (continued)
Supply of Maryland-Prepared Candidates by Certification Area
2000 -- 2001
Total New
Teacher
Certification Area Supply
Social Sciences (7-12) 174
Geography 3
History 17
Social Studies 154
Special Education 202
Generic Infant - Grade 3 22
Generic Grades 1-8 101
Generic Grades 6-Adult 49
Hearing Impaired 19
Severely Handicapped 11
Visually Impaired 0
Other Teaching Areas 6
Theater 2
Dance 4
SOURCE: Deans and Directors, Maryland Institutions of Higher Education, May 2002.
NOTE: Includes graduates from summer 2000, fall 2000, & spring 2001.
45
Trend Data: Teacher Education Candidates Prepared by Maryland Institutions
1992-1993 to 2002-2003
3,000 2,754
2,670 2,653
2,529 2,521 2,532 2,523
2,412
2,254 2,337 2,332
2,500
Number of Candidates
2,059
2,000
1,500
1,000
500
0
-9 2
-9 3
-9 4
-9 5
-9 6
-9 7
-9 8
-9 9
-0 0
-0 1
*
*
-0 2
-0 3
91
92
93
94
95
96
97
98
99
00
01
02
19
19
19
19
19
19
19
19
19
20
20
20
*Anticipated teacher candidates are projected by Maryland higher education institutions
Figure 6
46
Table 7, Anticipated Teacher Candidates by Certification Area, 2001-2002 and
2002-2003, reports projected candidates by certification categories for the next two
years (the current juniors and seniors). The deans and directors of teacher education
projected 2,523 graduates in 2001-2002, and 2,754 graduates in 2002-2003. Last year
they projected that there would be 2,176 graduates for 2000-2001, but the actual
number was 2,332, so the projected numbers are, at best, estimates. The publicity
given to the national and state teacher shortages and the many layoffs in the business
world may have encouraged students to consider teacher education as a major.
Institutional Data
Table 8, Newly Eligible Maryland Teacher Candidates by Institution: 2000-2001,
reports the total number of teacher education candidates from Maryland colleges and
universities. Of the 22 Maryland institutions with approved teacher education programs,
the following seven institutions produced over 77% of the total graduates in 2000-2001.
INSTITUTIONS WITH LARGEST CANDIDATES GRADUATING
NUMBER OF CANDIDATES 2000-2001
Towson University 446
University of Maryland, College Park 384
Salisbury University 243
College of Notre Dame 222
Johns Hopkins University 194
University of Maryland, Baltimore County 161
Frostburg State University 152
47
Table 7
Anticipated Teacher Candidates by Certification Area
Maryland Institutions of Higher Education: 2001-2002 and 2002-2003
2001-2002 2002-2003
MD Teacher MD Teacher
Candidate Candidate
Certification Area Supply Supply
Total 2,523 2,754
Art (N-12) 63 72
Career/Technology Education (7-12) 14 14
Agriculture 1 3
Business Education 9 8
Family & Consumer Sciences 1 1
Technology Education 3 0
Trades and Industry 0 2
Health Occupations 0 0
Computer Science (7-12) 1 2
Early Childhood (N-3) 290 303
Elementary Education (1-6 & middle school) 1,140 1,238
English/Language Arts(7-12) 153 167
English 146 164
Speech 7 3
ESOL (N-12) 42 52
Foreign Language (7-12) 36 47
French 10 8
German 2 1
Spanish 24 38
Health (7-12) 16 19
Mathematics (7-12) 74 106
Music (N-12) 48 41
Physical Education (N-12) 86 90
Science (7-12) 88 113
Biology 60 77
Chemistry 13 18
Earth/Space Science 5 4
Physical Science 5 6
Physics 5 8
48
Table 7 (continued)
Anticipated Teacher Candidates by Certification Area
Maryland Institutions of Higher Education: 2001-2002 and 2002-2003
2001-2002 2002-2003
MD Teacher MD Teacher
Candidate Candidate
Certification Area Supply Supply
Social Sciences (7-12) 189 221
Geography 5 8
History 40 52
Social Studies 144 161
Special Education 275 263
Generic Infant - Grade 3 36 38
Generic Grades 1-8 124 112
Generic Grades 6-Adult 88 88
Hearing Impaired 18 20
Severely Handicapped 9 5
Visually Impaired 0 0
Other Teaching Areas 8 6
Theater 3 2
Dance 5 4
SOURCE: Deans and directors, Maryland institutions of higher education, May 2002.
49
Table 8
Newly Eligible Maryland Teacher Candidates by Institution: 2000 -- 2001
Approved
Teacher Ed
Institution Programs
Total 2,332
>Bowie State University 61
College Of Notre Dame 222
Columbia Union College 10
>Coppin State College 27
>Frostburg State University 152
Goucher College 47
Hood College 35
Johns Hopkins University 194
Loyola College 63
* McDaniel College 84
Maryland Institute, College of Art 16
Morgan State University 25
Mt. St. Mary's College 46
Peabody Conservatory of Music 4
St. Mary's College 26
>Salisbury University 243
>Towson University 446
>University of Maryland, Baltimore County 161
>University of Maryland, College Park 384
>University of Maryland, Eastern Shore 57
Villa Julie College 22
Washington College 7
> Institutions of higher education that are part of the University System of Maryland.
* formerly Western Maryland College
SOURCE: Deans and directors, Maryland Institutions of Higher Education, May 2002.
50
The colleges and universities in the University System of Maryland (USM)
account for 1,531 teacher candidate graduates, 65% of the newly eligible teacher
candidates prepared in Maryland during the school year 2000-2001. Towson University
prepared the largest number of teacher candidates (446), with 19.1% of the state‟s total.
The USM campuses are:
Bowie State University University of Maryland, College Park
Coppin State College University of Maryland, Baltimore County
Frostburg State University University of Maryland, Eastern Shore
Salisbury University University of Maryland University College
Towson University
Among the private institutions, the College of Notre Dame prepares the largest number
of teacher candidates (222), followed by Johns Hopkins University (194), McDaniel
College (formerly Western Maryland College) (84), and Loyola College (63).
Maryland local school systems have never hired all of the teacher education
graduates that Maryland colleges and universities produce. There are probably several
reasons why more Maryland graduates are not hired in-state. Some graduates are not
native to Maryland and return to their home states to teach, while others who are
Marylanders may decide for various reasons to move to another state. Some graduates
may pursue careers outside of teaching, enroll in graduate or professional schools, or
decide not to enter the job market immediately. Maryland continues to be an “import”
state, needing to go outside state borders to hire enough teachers to meet Maryland‟s
required supply.
51
SECTION V: MINORITY AND GENDER DATA
The Maryland State Department of Education collects minority and gender data
on teacher candidates from Maryland institutions of higher education and on new hires
reported by the local school systems. This information is vital because of the state‟s
commitment to a diverse teacher workforce.
Minority Data
Table 9, Minority Maryland Teacher Candidates: 1996-1997 to 2000- 2001,
displays minority trend data of newly eligible teachers prepared by Maryland institutions
of higher education for the past five years. The minority designation includes African-
American, Asian, Hispanic, and Native American. For the last five years, the percent of
minority teacher candidates has been increasing, from 13.5% in 1996-1997 to 18.1% in
2000-2001. The minority teacher candidates were certified in the largest numbers in
elementary education, early childhood, and special education.
Table 10, Minority New Hires by Certification Area: Maryland Public Schools:
Through October 2001, includes the number and percent of minority new hires by
certification area. Of the 7,385 new hires, 2,279 or 30.9% were minorities. Of these
minority new hires 1,130 were experienced teachers, while 1,149 were beginning
teachers. The greatest number of minorities is found in the areas of elementary
education (779), special education grades 1-8 (216), English/language arts (202), and
early childhood (198).
52
Table 9
Minority* Maryland Teacher Candidates: 1996-1997 to 2000-2001
1996-1997 1997-1998 1998-1999 1999-2000 2000-2001
Minority Minority Minority Minority Minority
Certification Area Total Number % Total Number % Total Number % Total Number % Total Number %
Total 2,497 338 13.5% 2,510 390 15.5% 2,683 495 18.4% 2,412 384 15.9% 2,332 421 18.1%
Art 72 7 9.7 83 5 6.0 62 5 8.1 64 5 7.8 81 14 17.3
Career/technology Ed 16 6 37.5 8 2 25.0 13 6 46.2 18 4 22.2 11 1 9.1
Computer Science -- -- -- 2 0 0.0 1 0 0.0 0 0 0.0 1 1 100.0
Early Childhood 432 39 9.0 343 34 9.9 358 40 11.2 319 37 11.6 294 54 18.4
Elementary Education 944 139 14.7 980 144 14.7 1,076 168 15.6 961 137 14.3 1,042 182 17.5
English/Language Arts 167 20 12.0 140 22 15.7 124 17 13.7 127 19 15.0 119 23 19.3
Foreign Languages** 62 17 27.4 61 8 13.1 74 18 24.3 72 14 19.4 77 22 28.6
Health/Physical Ed 153 16 10.5 169 34 20.1 153 20 13.1 148 19 12.8 127 12 9.4
Mathematics 94 13 13.8 87 13 14.9 81 13 16.0 67 9 13.4 69 6 8.7
Music 46 9 19.6 59 14 23.7 42 7 16.7 50 13 26.0 40 8 20.0
Science 90 7 7.8 112 20 17.9 92 6 6.5 111 8 7.2 89 10 11.2
Social Sciences 187 16 8.6 170 25 14.7 189 23 12.2 186 22 11.8 174 25 14.4
Special Education 227 49 21.6 275 64 23.3 412 172 41.7 279 96 34.4 202 63 31.2
Other Teaching Areas^ 7 0 0.0 21 5 23.8 6 0 0.0 10 1 10.0 6 0 0.0
* Minority includes African American, Asian, Hispanic, and Native American.
**Includes ESOL.
^Other areas include Theater/Drama, Dance, Speech/Communication, Other Foreign Languages, and Political Sciences.
53
Table 10
Minority* New Hires by Certification Area
Maryland Public Schools: Through October 2001
Total New Hires Beginning New Hires Experienced New Hires
Minority Minority Minority
Certification Area Total Number Percent Total Number Percent Total Number Percent
Total New Teachers 7,385 2,279 30.9% 4,030 1,149 28.5% 3,355 1,130 33.7%
Art 157 40 25.5% 103 24 23.3% 54 16 29.6%
Career/Technology Education 232 97 41.8% 105 42 40.0% 127 55 43.3%
Agriculture 4 0 0.0% 0 0 / 4 0 0.0%
Business Education 90 54 60.0% 54 27 50.0% 36 27 75.0%
Family & Consumer Sciences 58 21 36.2% 21 8 38.1% 37 13 35.1%
Technology Education 41 17 41.5% 10 5 50.0% 31 12 38.7%
Trades and Industry 37 5 13.5% 20 2 10.0% 17 3 17.6%
Health Occupations 2 0 0.0% 0 0 / 2 0 0.0%
Computer Science 11 6 54.5% 6 5 83.3% 5 1 20.0%
Early Childhood 633 198 31.3% 322 95 29.5% 311 103 33.1%
Elementary Education 2,727 779 28.6% 1,550 406 26.2% 1,177 373 31.7%
English/Language Arts 625 202 32.3% 363 122 33.6% 262 80 30.5%
ESOL 103 28 27.2% 42 16 38.1% 61 12 19.7%
Foreign Language 197 59 29.9% 97 20 20.6% 100 39 39.0%
French 63 9 14.3% 25 5 20.0% 38 4 10.5%
German 12 1 8.3% 9 0 0.0% 3 1 33.3%
Spanish 122 49 40.2% 63 15 23.8% 59 34 57.6%
Health/Physical Education 333 94 28.2% 190 49 25.8% 143 45 31.5%
Mathematics 386 130 33.7% 219 70 32.0% 167 60 35.9%
Music 235 61 26.0% 116 29 25.0% 119 32 26.9%
54
Table 10 (continued)
Minority New Hires by Certification Area
Maryland Public Schools: Through October 2001
Total New Hires Beginning New Hires Experienced New Hires
Minority Minority Minority
Certification Area Total Number Percent Total Number Percent Total Number Percent
Science 467 165 35.3% 283 89 31.4% 184 76 41.3%
Biology 311 105 33.8% 192 59 30.7% 119 46 38.7%
Chemistry 56 32 57.1% 35 20 57.1% 21 12 57.1%
Earth/Space Science 42 5 11.9% 29 5 17.2% 13 0 0.0%
General Science 26 12 46.2% 9 0 0.0% 17 12 70.6%
Physical Science 7 5 71.4% 4 2 0.0% 3 3 100.0%
Physics 25 6 24.0% 14 3 21.4% 11 3 27.3%
Social Sciences 450 104 23.1% 271 58 21.4% 179 46 25.7%
History 88 33 37.5% 41 18 43.9% 47 15 31.9%
Political Science 14 9 64.3% 9 3 33.3% 5 6 120.0%
Social Studies 348 62 17.8% 221 37 16.7% 127 25 19.7%
Special Education 799 303 37.9% 348 117 33.6% 451 186 41.2%
K-12 55 10 18.2% 11 0 0.0% 44 10 22.7%
Generic Infant - Grade 3 52 8 15.4% 21 2 9.5% 31 6 19.4%
Generic Grades 1 - 8 524 216 41.2% 241 86 35.7% 283 130 45.9%
Generic Grades 6 - Adult 142 69 48.6% 64 29 45.3% 78 40 51.3%
Hearing 19 0 0.0% 10 0 0.0% 9 0 0.0%
Severely Handicapped 1 0 0.0% 1 0 0.0% 3 0 0.0%
Visually Impaired 3 0 0.0% 0 0 0.0% 3 0 0.0%
Other Teaching Areas^ 30 11 36.7% 15 7 46.7% 15 6 40.0%
* Minority includes African-American, Asian, Hispanic and Native American.
^ Other teaching areas include drama/theater, dance and psychology.
55
There are few minority new hires in the critical shortage areas of earth/space science (5),
physical science (5), physics (6), or computer science (6).
Table 11, Trend Data for Minority New Hires: 1997-1998 to 2001-2002 displays the
minority new hires trend data. For the past five years, the number and percent of minority
new hires has been increasing from 1,505 (27.2%) in 1997-1998 to 2,277 (30.8%) in 2001-
2002.
Minority Data of All Maryland Teachers and Students
The minority teacher hiring data can be contrasted with the minority data available
on all Maryland K-12 students and all Maryland teachers. PRIM reports indicate that of the
860,640 students enrolled in September 2001, 52.4% of Maryland students were white,
and 47.6 % were minorities. Among the 55,021 Maryland teachers, as of June 2002,
75.8% were white and 24.2% were minorities. The teacher minorities include African
American (21.6%), and others, including American Indian, Asian, Hispanic, (2.6%).
Gender Data
Teaching has long been a predominately female occupation and the gender data of
both the new hires and the teacher graduates of this report show this is still true. Table 12,
New Hires in Certification Areas by Gender reports that 24.3% of the newly hired teachers
were males and 75.7% were females.
56
Table 11
Trend Data for Minority* New Hires
1997 -1998 to 2001 - 2002
Maryland Public Schools: Through October, 2001
1997-1998 1998-1999 1999-2000 2000-2001 2001-2002
Minority Minority Minority Minority Minority
Certification Area Total Number % Total Number % Total Number % Total Number % Total Number %
Total New Teachers 5,525 1,505 27.2% 6,001 1,699 28.3% 7,329 2,048 27.9% 7,649 2,174 28.4% 7,385 2,277 30.8%
Art 149 20 13.4% 158 31 19.6% 154 26 16.9% 194 33 17.0% 157 40 25.5%
Career/Technology Ed 194 81 41.8% 188 74 39.4% 270 108 40.0% 269 109 40.5% 232 97 41.8%
Computer Science 9 1 11.1% 8 4 50.0% 6 4 66.7% 13 11 84.6% 11 6 54.5%
Early Childhood 554 125 22.6% 613 147 24.0% 691 146 21.1% 668 169 25.3% 633 198 31.3%
Elementary Education 1,977 488 24.7% 2,241 543 24.2% 2,841 720 25.3% 2,794 729 26.1% 2,727 779 28.6%
English/Language Arts 418 124 29.7% 442 130 29.4% 522 142 27.2% 579 166 28.7% 625 202 32.3%
ESOL 19 3 15.8% 31 6 19.4% 59 14 23.7% 86 33 38.4% 103 28 27.2%
Foreign Language 166 43 25.9% 156 50 32.1% 191 63 33.0% 228 78 34.2% 197 59 29.9%
Health/Physical Ed 233 60 25.8% 233 63 27.0% 299 70 23.4% 347 93 26.8% 333 94 28.2%
Mathematics 278 76 27.3% 313 96 30.7% 344 115 33.4% 383 117 30.5% 386 130 33.7%
Music 180 44 24.4% 199 44 22.1% 230 60 26.1% 298 62 20.8% 235 61 26.0%
Science 263 85 32.3% 338 134 39.6% 422 141 33.4% 427 113 26.5% 467 165 35.3%
Social Sciences 381 86 22.6% 380 94 24.7% 438 110 25.1% 491 120 24.4% 450 104 23.1%
Special Education 681 266 39.1% 676 272 40.2% 827 318 38.5% 841 330 39.2% 799 303 37.9%
Other Teaching Areas^ 23 3 13.0% 25 11 44.0% 35 11 31.4% 31 11 35.5% 30 11 36.7%
* Minority includes African-American, Asian, Hispanic and Native American.
^ Other teaching areas include: Theater/Drama, Dance, Speech/Communication, and Other Foreign Languages.
57
Table 12
New Hires in Certification Areas by Gender
Maryland Public Schools Through October, 2001
Male Female
Certification Area Total Number Percent Number Percent
Total New Teachers 7,385 1,798 24.3% 5,587 75.7%
Art 157 51 32.5% 106 67.5%
Career/Technology Education 232 104 44.8% 128 55.2%
Computer Science 11 8 72.7% 3 27.3%
Early Childhood 633 27 4.3% 606 95.7%
Elementary Education 2,727 364 13.3% 2,363 86.7%
English/Language Arts 625 155 24.8% 470 75.2%
ESOL 103 24 23.3% 79 76.7%
Foreign Language 197 35 17.8% 162 82.2%
Health/Physical Education 333 187 56.2% 146 43.8%
Mathematics 386 196 50.8% 190 49.2%
Music 235 92 39.1% 143 60.9%
Science 467 171 36.6% 296 63.4%
Social Sciences 450 245 54.4% 205 45.6%
Special Education 799 128 16.0% 671 84.0%
Other Teaching Areas* 30 11 36.7% 19 63.3%
* Other teaching areas include Dance, Drama and Theater.
58
Female new hires dominate in elementary education, early childhood, special
education, and foreign languages. There are a higher percentage of males in computer
science, health/physical education, social sciences, and mathematics.
Table 13, Maryland Teacher Candidates in Certification Areas by Gender, 2000-
2001, indicates that the percent of male teacher candidates graduating from Maryland
institutions of higher education is 19.3% while the percent of females teacher candidates is
80.7%. Males dominate in social sciences, music, career/technology education, and
mathematics. Female teacher graduates dominate in early childhood, ESOL, elementary
education, and special education. The gender of all Maryland teachers (55,021) include
23.1% males and 76.9% females.
Summary for Minority and Gender Hiring
The number of minority new hires for the past five years has been increasing, from
27.2% five years ago to a high of 30.8% in 2001-2002 (Table 11). The current percentage
of minority new hires, 30.8%, is higher than the Maryland teacher population as a whole
(24.2%). These data appear to show that the programs to attract minorities to teaching
may be working. However, there is a higher percent of minorities among Maryland K-12
students (47.6%) than the minority teachers (24.2%) in the teacher population as a whole.
The new hires include 24.3% males and 75.7% females, while the total number of
Maryland teachers is 23.1% males and 76.9% females. The teaching profession in
Maryland and in the nation remains predominately female.
59
Table 13
Maryland Teacher Candiates in Certification Areas by Gender
2000 -- 2001
Male Female
Certification Area Total Number Percent Number Percent
Total New Teachers 2,332 451 19.3% 1,881 80.7%
Art (N-12) 81 21 25.9% 60 74.1%
Career/Technology Education 11 4 36.4% 7 63.6%
Computer Science (7-12) 1 1 100.0% 0 0.0%
Early Childhood (N-3) 294 13 4.4% 281 95.6%
Elementary Education (1-6 & middle school) 1,042 118 11.3% 924 88.7%
English/Language Arts (7-12) 119 29 24.4% 90 75.6%
ESOL (K-12) 38 4 10.5% 34 89.5%
Foreign Language (7-12) 39 5 12.8% 34 87.2%
Health/Physical Education (N-12) 127 66 52.0% 61 48.0%
Mathematics (7-12) 69 21 30.4% 48 69.6%
Music (N-12) 40 17 42.5% 23 57.5%
Science (7-12) 89 32 36.0% 57 64.0%
Social Sciences (7-12) 174 86 49.4% 88 50.6%
Special Education 202 33 16.3% 169 83.7%
Other Teaching Areas* 6 1 16.7% 5 83.3%
*Other teaching areas include drama/theater and dance.
60
SECTION VI: RECOMMENDATIONS TO THE MARYLAND STATE
BOARD OF EDUCATION
The Maryland State Department of Education has identified teaching areas of
critical shortages and geographic areas of shortages. Three recommendations were
approved by the Maryland State Board of Education consistent with §18-703 of the
Annotated Code of Maryland regarding the Sharon Christa McAuliffe Memorial Teacher
Education Award.
Recommendation 1: The Maryland State Board of Education declared the following
content areas as critical shortage areas:
Career and technology area:
o Technology education;
Computer science;
English for speakers of other languages (ESOL);
Foreign language:
o Spanish;
Mathematics;
Science areas:
o Chemistry.
o Earth/space science,
o Physical science, and
o Physics;
Special education areas:
o Generic infant - grade 3,
o Generic grade 6 - adult,
o Severely and profoundly handicapped, and
o Visually impaired.
61
Recommendation 2: The Maryland State Board of Education declared the following 24
Maryland jurisdictions as geographic areas of projected shortage of certified teachers:
1. Allegany County 13. Harford County
2. Anne Arundel County 14. Howard County
3. Baltimore City 15. Kent County
4. Baltimore County 16. Montgomery County
5. Calvert County 17. Prince George‟s County
6. Caroline County 18. Queen Anne‟s County
7. Carroll County 19. St. Mary‟s County
8. Cecil County 20. Somerset County
9. Charles County 21. Talbot County
10. Dorchester County 22. Washington County
11. Frederick County 23. Wicomico County
12. Garrett County 24. Worcester County
Recommendation 3: The Maryland State Board of Education declared a shortage of
teachers who are males and teachers who are members of minority groups.
62
APPENDICES
63
Appendix A
EDUCATION
§ 18-703. Sharon Christa McAuliffe Memorial Teacher Education Award
(a) Definitions. - In this section the following words have the meanings indicated.
(1) "Public school" means a school in the public elementary and secondary
education system in this State.
(2) "Eligible institution" means an accredited college or university that has a
program of undergraduate or graduate studies that would certify the recipient to teach in
this State in an area of critical shortage and which is:
(i) Authorized by the Maryland Higher Education Commission; and
(ii) Approved by the State Board of Education.
(3) "Area of critical shortage" means an academic field identified by the State
Board of Education in accordance with the provisions of subsection (h) of this section as
having projected employment vacancies which substantially exceed projected qualified
graduates.
(4) "Area of geographic shortage" means a geographic area of the State
identified by the State Board of Education as less able than others in the State to satisfy
the need for public school teachers in an academic field
identified for at least 3 years as an area of critical shortage.
(5) "Degreed recipient" means a recipient of a tuition assistance grant under
this section who possesses an undergraduate or graduate degree.
(6) "Nondegreed recipient" means a recipient of a tuition assistance grant
awarded under this section who does not possess an undergraduate or graduate
degree in an area of critical shortage.
(7) "Teacher recipient" means a recipient of a tuition assistance grant
awarded under this section employed or certified as a teacher in a field which is not an
area of critical shortage.
(8) "Service obligation" means to teach in the State in an area of geographic
or critical shortage in a public school.
(9) "Tuition assistance" means any funds provided for the cost of basic
instructional charges, fees, room, board, or other related educational expenses.
(b) Award established. - (1) Economic Development Student Assistance Grants
to be known as the Sharon Christa McAuliffe Memorial Teacher Education Award may
be awarded as teacher education tuition assistance grants.
(2) The Administration shall award annually to eligible applicants tuition
assistance grants for the education of persons to teach in areas of critical or geographic
shortage.
(3) The recipient of a teacher education tuition assistance grant shall use the
award at an eligible institution.
64
(4) The State Board of Education may adopt rules and regulations to determine
academic criteria for selection of tuition assistance recipients from eligible applicants.
(c) Qualifications of recipients. - A recipient of a tuition assistance grant shall:
(1) Qualify as follows:
(i) Have earned 60 credits of undergraduate collegiate education and be
enrolled in or sign a letter of intent to enroll in a program leading to certification to teach
in an area of critical or geographic shortage and be selected by the Administration on a
competitive basis among qualified applicants based on academic criteria, not limited to
standardized tests, established by the State Board of Education; or
(ii) Have an undergraduate or graduate degree and be enrolled in or sign
a letter of intent to enroll in courses leading to certification to teach in an area of critical
or geographic shortage and be selected among qualified applicants on a competitive
basis based on academic criteria established by the State Board of Education; or
(iii) Persons who are already teachers shall:
1. Be nominated by the superintendent of schools of the system in
which the person teaches or intends to teach; and
2. Enroll as a student in courses required for teacher certification in
an academic area in which there is a critical or geographic shortage of teachers; and
3. Be selected by the Administration on a competitive basis among
qualified applicants based on criteria established by the State Board of Education;
(2) Sign a letter of intent as follows:
(i) A nondegreed recipient who is not already a teacher shall be enrolled
in or sign a letter of intent to enroll in an eligible institution as a student in an
undergraduate program necessary for teacher education; or
(ii) A degreed recipient shall enroll in or sign a letter of intent to enroll in
courses leading to certification to teach in an area of critical or geographic shortage; or
(iii) A recipient who is already a teacher shall sign a letter of intent to
enroll in an eligible institution as a student in a teacher certification program in an area
in which there is a critical or geographic shortage of teachers;
(3) Perform the service obligation upon completion of required studies;
(4) Maintain a grade point average of at least 3.0 on a 4.0 scale and advance
in academic standing at least 1 year in each year in which an award is renewed; and
(5) Satisfy whatever other criteria the Administration and the State Board of
Education establish.
(d) Prohibited. - Grants to teacher recipients may not be used to supplant retraining
efforts by local boards of education.
(e) Amount of award. - (1) For a full-time student, the annual amount of tuition
assistance shall be equal to the cost of tuition, mandatory fees, and room and board,
not to exceed the lesser of costs incurred for the program required for teacher
certification in an area of critical or geographic shortage or the sum of these costs for a
full-time undergraduate in-state resident student at the University of Maryland, College
Park.
(2) For a part-time student, the amount of an award may not exceed the
applicable cost of tuition and mandatory fees for a comparable undergraduate in-state
student at the University of Maryland, College Park.
65
(f) Removal of award. - (1) A nondegreed recipient may renew an award for 1
year if the recipient:
(i) Remains an undergraduate student in an area of critical or geographic
shortage; and
(ii) Maintains a grade point average of at least 3.0 on a 4.0 scale and
advances in academic standing at least 1 year for each year for which an award is
renewed.
(2) A degreed recipient and a teacher recipient may renew an award for 1
year if that recipient maintains a grade point average of at least 3.0 on a 4.0 scale.
(g) Annual certification of areas of critical or geographic shortage. - (1) The State
Superintendent of Schools shall project annually the number of vacancies for
employment expected in each of the subsequent 5 years in areas of critical or
geographic shortage and the number of students expected to graduate from programs
qualifying them to teach in these fields during the same period. The State
Superintendent of Schools shall certify annually to the Administration those programs
that continue to be areas of critical or geographic shortage as evidenced by projected
employment vacancies substantially exceeding projected qualified graduates.
(2) In any year in which an area is determined by the State Superintendent of
Schools to no longer be an area of critical or geographic shortage, the Administration
shall discontinue making new awards in that area.
(3) Deletion of any academic field as an area of critical or geographic
shortage does not:
(i) Terminate the right of existing recipients to renew awards under § 18-
704(d) of this subtitle; or
(ii) If the recipient continues to teach in a public school in this State in that
academic field, invoke the provisions of § 18-701
(e) (1) of this subtitle or disqualify the recipient under the provisions of § 18-701 (e) (2)
of this subtitle.
(h) Funding. - Funds for the Teacher Education Tuition Assistance Program shall
be as provided in the annual budget of the Commission by the Governor. (1991, ch.
462, § 4; 1992, ch. 22, § 1; 1993, ch. 5, § 1.)
The Annotated Code of the Public General Laws of Maryland: Education, 1999 pp.633-
635.
66
Appendix B
Quality Teacher Incentive Act
Number and Types of Teacher Incentive Grants Awarded
July 2002
Local School Number NBC Number of APC No. Teacher Signing Total of
System of NBC** Teacher APC*** Teacher Signing Bonus Award
Teachers Stipends Teachers Awards Bonuses Awards Amounts
Allegany * 6 $9,360 28 $56,000 3 $3,000 $68,360
Anne Arundel * 2 $4,000 104 $208,000 1 $1,000 $213,000
Baltimore City * 3 $6,000 1,204 $2,408,000 9 $9,000 $2,423,000
Baltimore * 19 $38,000 302 $604,000 38 $38,000 $680,000
Calvert $0 4 $4,000 $4,000
Caroline * 201 $402,000 8 $8,000 $410,000
Carroll 1 $1,000 $0 4 $4,000 $5,000
Cecil $0 3 $3,000 $3,000
Charles * 6 $12,000 35 $70,000 4 $4,000 $86,000
Dorchester * 54 $108,000 $0 $108,000
Frederick 9 $9,000 $0 16 $16,000 $25,000
Garrett 2 $2,000 $0 1 $1,000 $3,000
Harford 2 $2,000 $0 2 $2,000 $4,000
Howard 14 $14,000 $0 29 $29,000 $43,000
Kent $0 $0 $0
Montgomery * 42 $84,000 391 $782,000 73 $73,000 $939,000
Prince George's * 4 $8,000 404 $808,000 12 $12,000 $828,000
Queen Anne's 5 $7,500 $0 1 $1,000 $8,500
Somerset $0 $0 $0
St. Mary's 2 $4,000 $0 17 $17,000 $21,000
Talbot $0 $0 $0
Washington * 2 $4,000 63 $126,000 12 $12,000 $142,000
Wicomico 2 $4,000 $0 7 $7,000 $11,000
Worcester 1 $2,000 $0 $0 $2,000
Total 122 $210,860 2,786 $5,572,000 244 $244,000 $6,026,860
* Local school systems that are eligible for Advanced Professional Certificate stipends because
one or more schools are reconstituded or are designated as reconstitution-eligible or challenged.
** NBC - National Board Certified Teachers
*** APC - Advanced Professional Certificate
Source: Maryland State Department of Education, July 2002
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Appendix C
Retired Teachers and Principals Reemployed
by Local School Systems
2001-2002
Local School System Teachers Principals
Reemployed Reemployed
Anne Arundel County 34 0
Baltimore City 4 1
Baltimore County 48 1
Calvert County 7 0
Carroll County 2 0
Cecil County 3 0
Charles County 5 0
Frederick County 29 5
Howard County 11 0
Kent County 0 1
Montgomery County 3 0
Prince George's County 595 12
Queen Anne's County 1 0
Somerset County 1 0
Washington County 1 0
Wicomico County 17 0
Worcester County 3 0
Total number 764 20
NOTE: The numbers reflect the reemployed retired teachers and
principals. Some of the teachers were in their second or third
year of reemployment and all of the principals were in their
second year of reemployment.
Source: Maryland State Retirement Agency, August 2002.
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Appendix D
Maryland Teachers Issued a Provisional Certificate*
Two Year Comparison
2000-2001 School Year** 2001-2002 School Year***
Number of Percent of Number of Percent of
Local School Number of Provisional Provisional Number of Provisional Provisional
System Teachers Teachers Teachers Teachers Teachers Teachers
Allegany 663 3 0.5% 676 6 0.9%
Anne Arundel 4,405 151 3.4% 4,524 204 4.5%
Baltimore City 6,095 1,407 23.1% 6,388 1,530 24.0%
Baltimore County 6,989 345 4.9% 7,098 465 6.6%
Calvert 931 37 4.0% 974 61 6.3%
Caroline 336 7 2.1% 346 14 4.1%
Carroll 1,591 34 2.1% 1,624 57 3.5%
Cecil 1,070 36 3.4% 1,083 54 5.0%
Charles 1,326 126 9.5% 1,357 145 10.7%
Dorchester 339 14 4.1% 330 17 5.2%
Frederick 2,327 74 3.2% 2,396 120 5.0%
Garrett 361 3 0.8% 358 4 1.1%
Harford 2,459 89 3.6% 2,542 118 4.6%
Howard 3,073 146 4.8% 3,162 175 5.5%
Kent 182 7 3.9% 183 8 4.4%
Montgomery 8,919 424 4.8% 8,994 568 6.3%
Prince George's 7,755 1,396 18.0% 8,190 1,549 18.9%
Queen Anne's 432 35 8.1% 440 37 8.4%
St. Mary's 941 58 6.2% 974 77 7.9%
Somerset 218 8 3.7% 216 13 6.0%
Talbot 295 22 7.5% 312 31 9.9%
Washington 1,321 14 1.1% 1,356 29 2.1%
Wicomico 987 26 2.6% 1,004 51 5.1%
Worcester 485 17 3.5% 494 18 3.6%
TOTALS 53,500 4,479 8.4% 55,021 5,351 9.7%
* The provisional certificate is issued at the request of the local school system for one year to individuals hired who do not meet
full requirements for a professional certificate. A local school system may request a renewal according to state regulations.
** Based on teachers employed by local school systems as of October 15, 2000.
***Based on teachers employed by local school systems as of October 15, 2001.
SOURCE: Maryland State Department of Education, July 2002.
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Appendix E
NEWLY HIRED MARYLAND TEACHERS ISSUED
A PROVISIONAL CERTIFICATE*
2001-2002
_____________________________________________________________________________________
Newly Hired Newly Hired Total number
Local Total Provisional Provisional Newly Hired
School Number of Teachers Teachers* Provisional
System Teachers Experienced No Experience Teachers
_____________________________________________________________________________
Allegany 676 3 1 4
Anne Arundel 4,524 33 94 127
Baltimore County 7,098 49 105 154
Calvert 974 11 27 38
Caroline 346 4 6 10
Carroll 1,624 12 24 36
Cecil 1,083 12 20 32
Charles 1,357 31 45 76
Dorchester 330 1 6 7
Frederick 2,396 20 67 87
Garrett 358 0 1 1
Harford 2,542 3 67 70
Howard 3,162 27 61 88
Kent 183 2 2 4
Montgomery 8,994 106 156 262
Prince George‟s 8,190 192 299 491
Queen Anne‟s 440 4 10 14
St. Mary‟s 974 14 43 57
Somerset 216 1 4 5
Talbot 312 7 14 21
Washington 1,356 4 18 22
Wicomico 1,004 3 25 28
Worcester 494 2 7 9
Baltimore City 6,388 103 417 520
STATE TOTALS 55,021 644 1,519 2,163
_______________________________________________________________________________
The provisional certificate is issued at the request of the local school system for one year to
individuals hired who do not meet full requirements for a professional certificate. The local
school system may request a renewal according to state regulations.
SOURCE: Maryland State Department of Education, June, 2002
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