2000

2000-2006 Comparison of Teacher Shortage Areas
Year	Survey Response Rate	Unfilled positions	# of Districts with unfilled positions	Greatest % of unfilled positions	Applicant quality	Applicant quantity	Shortage areas
2000-01 for use in 01-02 school year	85.2%	115	68	Northeast Metro Panhandle	Worse 66% Same 25% Better 9%	Worse 87% Same 6% Better 7%	Special Education Sciences Foreign Languages Music Guidance Counselor* Math	Art Industrial Technology Agriculture Business Education ESL
2001-02 for use in 02-03 school year	93.2%	119	77	Northeast Central West Central	Worse 41% Same 49% Better 10%	Worse 80% Same 18% Better 2%	Special Education Foreign Languages Industrial Technology Music Business Education Math Guidance Counselor*	Sciences Speech Pathology Fam & Cons Science Agriculture English Media Specialist*
2002-03 for use in 03-04 school year	97.3%	76	52	Central Northeast West Central	Same 56% Worse 26% Better 18%	Worse 56% Same 37% Better 7%	Special Education Sciences Foreign Languages Guidance Counselor* English Industrial Technology	Music Math Fam & Cons Science Art Media Specialist*
2003-04 for use in 04-05 school year	89.6%	42	33	Central Southeast Northeast	Same 59% Better 22% Worse 19%	Same 47% Worse 39% Better 14%	Sciences Special Education Foreign Languages English	Math Speech Pathology Media Specialist* Guidance Counselor*
2004-05 for use in 05-06 school year	94.6%	66	38	Central Northeast Southeast	Same 61% Worse 21% Better 10%	Worse 46% Same 44% Better 10%	Sciences Special Education Foreign Languages English	Speech Pathology Industrial Technology
2005-06 for use in 06-07 school year	90.9%	57**	41	Southeast Panhandle Northeast	Same 61% Better 22% Worse 17%	Same 48% Worse 43% Better 9%	Foreign Language Special Education Music	Speech Pathology Sciences

*The USDOE does not consider these eligible for loan forgiveness consideration because they are not recognized as classroom teaching positions

**While NDE does not have supporting data, as the Transition to Teaching program has grown in number of participants, a significant number of individuals are entering the classroom with a transitional certificate, and school districts are able to fill vacant positions that otherwise could not be filled with a fully qualified teacher.