Too many of our public schools are missing teachers, especially in hard-to-staff subject areas. We have a teacher shortage, and it could get worse.

According to a recent report, last school year, 45 percent of public schools said they were understaffed, and nearly 9 in 10 school districts reported struggling to hire teachers heading into the 2023-24 school year. They are still struggling. In addition to the current shortage, our teacher-preparation programs report decreased enrollment.

Shortages are most common in the traditionally tricky subject areas of special education, math, science and foreign languages. School districts in high-poverty areas or those that predominantly serve students of color have been especially hard hit.

There is an emerging solution: Partnerships at the local level between minority-serving institutions and local districts can help more children learn from highly effective, well-qualified teachers.

These partnerships can be far more effective than many current efforts to fill vacancies that resort to rushing adults who are not fully certified into the classrooms.

As you’d expect, those newly minted teachers need additional training in order to provide their students with the high-quality education they deserve. As a former college of education dean, I’m confident we can increase the number of high-quality teachers in the classrooms while closing the teacher diversity gap.

We can do this by investing in, supporting and leveraging the unique role of educator preparation programs at minority-serving institutions, which have a long and successful track record of preparing diverse educators to persist and thrive in teaching.

Related: Widen your perspective. Our free biweekly newsletter consults critical voices on innovation in education.

Minority-serving institutions include our nation’s historically Black colleges and universities, Hispanic-serving institutions, tribal colleges and universities and institutions serving 25 percent or more of Asian Americans, Native Americans and Pacific Islanders.

Many of these schools prepare their graduates to be effective teachers from day one, emphasizing subject and content knowledge along with teaching techniques. They train new teachers to recognize and value diversity as an asset and encourage engagement with families and local communities. They create lesson plans and curriculums that are both rigorous and accessible and foster environments in which all students can thrive.

In the 2020-21 academic year, minority-serving institutions enrolled 28 percent of all education prep candidates nationwide and 51 percent of all candidates of color, according to federal Title II data. Many of these schools actively engage in robust partnerships with their local education systems to strengthen teaching and learning.

One example: A partnership between Laredo Independent School District and Texas A&M International University’s Educator Preparation, which relies on high expectations and data-informed recruitment to develop terrific local teachers.

The partnership features initiatives like expanded dual credit programs to improve access to higher education and an effort to promote career mobility for students in Laredo ISD. It also fosters trust-based relationships and a collective vision, so that the entire local education ecosystem is deeply committed to the preparation and success of teacher candidates.

Another example comes from the organization I lead, the Branch Alliance for Educator Diversity, or BranchED, and our National Teacher Preparation Transformation Center. In North Carolina, we helped get faculty and teaching candidates from North Carolina A&T working alongside teachers in Guilford County Schools.

These collaborative efforts more effectively prepare novice teachers for the realities of teaching while enhancing their skills and knowledge for a smoother transition into the education system.

Also, more than a dozen teams from teacher preparation programs at minority-serving institutions are working with local district partners to support school hiring needs using BranchED’s Vacancy Data Tool. The tool helps align district teacher staffing needs and teacher preparation program certification areas, and it supports the development of targeted recruitment efforts to meet those needs.

Early results for all these partnership efforts are promising, prompting discussions on candidate placement strategies, district recruitment processes and marketing opportunities for upcoming vacancies. And we can further develop these partnerships by building additional tools that leverage the unique strengths and assets of districts and educator preparation programs to meet the needs of the communities they serve.

Related: OPINION: Arkansas is having success solving teacher shortages, and other states should take notice 

Nationally, over 300,000 teaching positions were vacant or filled by teachers who were not fully certified in recent years. That’s why better alignment between teacher preparation programs’ production of teachers and school district staffing needs is warranted.

Through community partnerships, we can build a pipeline of educators equipped to thrive in today’s classrooms on day one, delivering a more inclusive and equitable education system for all.

Minority-serving institutions are doing their share by partnering with their communities to solve persistent problems at the local and district levels. They are also becoming more prominent players in our teacher preparation environment, leading the way in addressing local teacher shortages and driving innovative pathways into the profession.

By 2025, students of color will comprise nearly half of all college students. As minority-serving institutions continue to be major accelerants of this progress, these historic institutions will play a pivotal role in building a high-quality teacher workforce that looks more like America’s students.

Cassandra Herring is founder, president and CEO of Branch Alliance for Educator Diversity.

This story about the teacher shortage and minority-serving institutions was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.

The post OPINION: Powerful partnerships can help solve the national teaching shortage appeared first on The Hechinger Report.

For far too many students, the joy of getting into college this year is clouded by the uncertainty of not knowing what it will cost. That’s the result of a crisis in the financial aid system that is the lifeblood of college access for millions of Americans.

We can and must give these students more time to gather financial aid offers, weigh their options and make good decisions.

The root of the trouble is a glitch-plagued revision to the Free Application for Federal Student Aid. The rocky rollout of the new FAFSA has caused extraordinary delays this year in transmission of essential financial data from the federal government to colleges and universities.

As a result, many college applicants are receiving offers of admission without knowing how much grant aid they would receive if they enroll, along with the size of loans they might need to cover tuition and other bills.

Related: The Fafsa fiasco could roll back years of progress it must be fixed immediately

Meanwhile, the traditional college decision date looms: May 1. That is barely five weeks away. That’s why the American Council on Education and other higher education groups are urging colleges to extend their deadlines.

For the past half century, May 1 has been the consensus make-up-your-mind moment for students admitted to selective colleges and universities. By that date, they must place a deposit to secure their spot in a class. 

There are good reasons for a deadline. It focuses the minds of those pondering multiple offers who might keep waffling without a fixed date to force a decision. It accelerates the sifting and sorting that occurs as colleges turn to wait lists to meet enrollment targets.

The deadline enables the start of housing assignments and planning for orientation and other summer programs and helps nudge admitted students to give one more look to colleges that struggle to fill seats.

May 1, in short, is a crucial turning point as colleges wrap up one school year and prepare for another.

But that date is not set in stone. Four years ago, hundreds of colleges eased their enrollment-commitment deadlines in response to the coronavirus pandemic and widespread economic and social upheaval. And in general, May 1 is much less relevant, or not relevant at all, to colleges that have rolling or open admissions.

It is heartening that many selective schools did decide to push back deadlines after the Education Department warned in late January that FAFSA information will arrive well behind schedule. Some data has begun to flow, but the effects of the backlog are continuing and profound.

ACE counts well over 175 deadline extenders, and the total is rising. They include DePaul University, one of the nation’s largest Catholic institutions; North Carolina A&T State University, the nation’s largest historically Black institution; the University of California and California State University systems; the universities of Georgia and Florida; and most members of the Big Ten.

They also include liberal arts schools such as Wesleyan University and Agnes Scott, Amherst, Kalamazoo, Lewis & Clark and Williams colleges.

Approaches vary. Some schools are pushing back to May 15, others to June 1. Some are extending deadlines only for in-state students. Some ask for deposits by May 1 but allow refunds until June 1. All are demonstrating admirable solidarity with students in financial need.

It is not too late for others to join them.

Highlighting the complexity of the situation, many colleges face financial and competitive pressures to meet enrollment targets and cite those reasons for maintaining deadlines. Their arguments cannot be lightly dismissed.

Also, more than 100 well-resourced colleges and universities have developed timely financial aid offers using information from the College Board’s CSS Profile questionnaire. That gives those schools an edge over others that rely only on FAFSA.

But applicants often secure admission to both kinds of schools – those that use CSS Profile and those that don’t. These students might face decision-making quandaries if some financial aid offers arrive much later than others.

Some CSS Profile users, including the University of Virginia, William & Mary and Georgia Tech, have extended deadlines. Most have not.

Those holdouts would have a powerful impact and, quite possibly, could help alleviate the crisis with even modest deadline extensions. Even if schools leave deadlines unchanged, it would be extremely helpful for them to acknowledge the FAFSA crisis and give clear public assurances that they will make exceptions for students who need more time.

Many higher education problems defy simple solutions. To raise graduation rates, for example, or to contain costs and lower student debt, requires sustained effort on many fronts and the will to innovate.

But this crisis is different. Colleges should do their best to give families breathing room to make good choices.

At a time of dwindling public confidence in higher education, pushing back a few deadlines to help students in need is the least we can do. And it just might help restore a bit of that lost confidence.

Nick Anderson is vice president for higher education partnerships and improvement at the American Council on Education. Previously, he covered higher education for The Washington Post. 

This op-ed about the FAFSA was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.

The post OPINION: There’s a temporary fix to the FAFSA mess — all colleges must extend decision deadlines appeared first on The Hechinger Report.

Amid the excitement and anticipation that typically accompany the approach of graduation day there hangs a disheartening reality at our high schools this year: many students won’t have the clarity of knowing where their future lies before they walk across the graduation stage.

The delay in processing the Free Application for Federal Student Aid forms has cast an unexpected shadow over their aspirations, particularly for those who are the first in their families to pursue higher education.

The resulting uncertainty is striking hardest at the hearts of our first-generation and socioeconomically disadvantaged students – especially those with undocumented parents – for whom the prospect of college is not just a personal triumph, but often a generational milestone.

The new “better” FAFSA introduced this year was in fact worse for most students because of system glitches and was particularly troublesome for any student with a parent who does not have a social security number.

Our students in this situation will likely not know their federal financial aid packages until after many private college decision deadlines.  The predicament disproportionately burdens students who are already navigating a labyrinthine college application process, often without essential support systems available to their more affluent peers.

We applaud the University of California, California State University, and other public institutions nationwide for extending their deadlines to accommodate these delays. We also applaud those private universities that have followed suit. But there remain many private universities that have not.

Students from low-income backgrounds are only about half as likely to enroll and complete college by age 26, according to the National College Attainment Network. This disparity is further amplified for students with undocumented parents, who may face invisible challenges due to limited finances, fear of deportation for themselves or their families, and a general sense of uncertainty about their place in the educational landscape.

The additional stress of uncertain financial aid deadlines only compounds such challenges, adding another layer of difficulty and potentially dissuading them from pursuing their educational ambitions.

This issue arises at a critical juncture in higher education. Universities across the nation are seeking to diversify their student bodies and attract more first-generation students. Creating a more equitable playing field for all students is paramount in the wake of the Supreme Court ruling ending affirmative action.

The current FAFSA delay throws a wrench into these efforts.

The schools we head in the San Francisco Bay Area, Alpha Public Schools and Cristo Rey San José, collectively serve 198 high school seniors, the majority of whom will be first-generation college students – including a significant portion with undocumented parents.

Their journey is already fraught with obstacles. They already navigate complex application processes, deal with financial constraints, and often lack the familial support that many of their peers take for granted.  FAFSA delays have thrust additional hurdles upon our students.

We need additional collective action on the part of more colleges, demonstrating a commitment to equitable educational access while shielding students from the repercussions of administrative inefficiencies beyond their control.

We also urge fellow organizations and institutions to unite in advocating for a long-term solution on a national scale.

Let us stand together in defense of the dreams and aspirations of our nation’s youth regardless of their background or the federal government’s administrative shortcomings.

Together, we can ensure that the door to higher education remains open for all students.

Shara Hegde is the CEO of Alpha Public Schools, a network of charter schools in San Jose, CA.

Silvia Scandar Mahan is the president and CEO of Cristo Rey San José Jesuit High School and Corporate Work Study Program.

This story about FAFSA and disadvantaged students was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.

The post OPINION: We fear our students will be shut out of college due to FAFSA failures appeared first on The Hechinger Report.

The cursing came loud and fast from a nearby room, followed by a slamming sound. This was a few years back, and I immediately suspected the culprit: the dreaded FAFSA, or Free Application for Federal Student Aid, with all its glitches and complexities. 

My husband was losing his cool while attempting to fill it out for the second time in two years. Across America right now, so are millions of parents, students and counselors, frustrated by a failed promise to finally streamline this unwieldy gatekeeper to college dreams.

It’s a terrible time for anyone who counted on that U.S. Department of Education promise, and many are calling for an urgent push for help, including through legislation  and a marshalling of resources from institutions like libraries and groups such as  AmeriCorps.

“I don’t think we’ve seen a full court press about FASFA completion yet,” said Bill DeBaun, a senior director at the National College Attainment Network. “This is an emergency. We need all-hands on deck: governors, state departments, agencies, influencers at the White House. We are kind of at the point where we need to stop nibbling and take a big bite.”

Anyone who has dealt with the FAFSA knows how needlessly complicated and unreliable it can be: In the midst of back-to-back college application season for my two kids, the site kept kicking us out, then losing the previous information we’d painstakingly provided. 

Don’t worry, parents were told over and over, it will get easier, it’s being fixed. A bipartisan law passed in 2020 initiated a complete overhaul of the FAFSA. But after a problematic soft launch on Dec. 30, glitches and delays are inflicting pain on undocumented students, first-generation college goers and others who can’t decide how and if attending college will be possible without offers and aid packages.

The so-called shorter, simpler form so far has been anything but, although DeBaun said many families have submitted it swiftly without problems. Still, as of March 8, there have been roughly 33 percent fewer submissions by high school seniors than last year, NCAN data show.

The finger-pointing and blaming right now is understandable, but not helpful: It threatens years of efforts to get more Americans to and through college at a time when higher education faces both enrollment declines and a crisis of public confidence, in part due to spiraling prices.

Fewer than 1 in 3 adults now say a degree is worth the cost, a survey by the Strada Education Network found, and many fear FASFA snafus could lead to more disillusionment about college.

“FAFSA is such a massive hurdle, and if they [students and parents] can’t get this first step done, they may say it’s too complicated, maybe college isn’t for me,” said Scott Del Rossi, vice president of college and career success at College Possible, which helps low-income students and those from underrepresented backgrounds go to and through college.

Del Rossi wonders why the form wasn’t user-tested before being rolled out, and is among those calling for urgent solutions, beyond band-aid fixes that are literally keeping Department of Education staffers up all night.  

Related: Simpler FAFSA complicates college plans for students and families

“As much staff as government has, it’s not enough for students right now,” said Yolanda Watson Spiva, president of the national advocacy group Complete College America. She wants colleges to do more to directly help applicants still struggling to fill out the forms.

“They should be sharing webinars and workshops and talking about what’s happening and how [students] can begin in spite of the problems,” Watson Spiva said. “If we don’t have those conversations, parents will say this [college] isn’t worth it, and they will look for other opportunities and options.”

Even before the FAFSA fiasco, that’s been happening. In 2021, the proportion of high school graduates going directly to college fell to 62 percent from a high of 70 percent in 2016, according to the National Center for Education Statistics. At the same time, costs have more than doubled in the last 40 years, even when adjusted for inflation.

The task ahead is daunting: The Department of Education only started sending batches of student records this week to colleges that will determine aid offers, and about 200 have already extended the traditional May 1st deadline for students to accept offers.

No wonder parents and students are “stressing out and overwhelmed,” said Deborah Yanez, parent programs manager at TeenSHARP, a nonprofit that prepares students from underrepresented backgrounds for higher education.

“This is a special time for them; they have dreamed about sending their kids off to college, but now they are being held in this place of limbo, not knowing what the numbers are,” Yanez told me.

More colleges should extend deadlines for student decisions, Del Rossi said. Counselors that College Possible works with usually say it take at least three interactions, or sessions, with parents to conquer the FAFSA, but many are now reporting the recent form requires more than six – and many are still unsuccessful, Del Rossi said.

“We have to continue to encourage them not to give up and not to lose hope,” Del Rossi said. “We tell them it is not their fault, these are just glitches, but it’s a little heartbreaking.”

But turning to college counselors for help is not always a viable option for public school students, where public school counselors handle an average caseload of 430 students, well above the 1:250 ratio the American School Counselor Association suggests.

And this admissions year has the added complication of being the first since the Supreme Court’s landmark decision barring colleges from considering race as a factor in admissions, along with being a time of rapidly changing rules around whether standardized test scores is required for admission.

Related: Will the Rodriguez family’s college dreams survive the end of affirmative action?

That’s why the message about the importance of a college education must continue, and students must be told not to give up. Still, if they can’t fill out the form and the government can’t turn the forms over to schools in time, it’s game over.

This story about the FASFA was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our weekly newsletters.

The post COLUMN: The FAFSA fiasco could roll back years of progress. It must be fixed immediately appeared first on The Hechinger Report.