Wisconsin teacher retention raises concerns in new report

A Wisconsin Department of Public Instruction report released April 6 found about 5,260 educator program completers in 2023–24 and roughly 1,700 did not begin teaching in Wisconsin; the report also notes many new teachers leave within their first three years.

The state Department of Public Instruction released a report on April 6 that highlights retention concerns for new teachers in Wisconsin. The report notes the state is producing teacher candidates but many do not start or remain teaching in Wisconsin public schools. Education leaders in Green Bay, led by State Superintendent Jill Underly, discussed compensation, budgeting and support for newer teachers at a regional roundtable. The state has expanded alternative pathways that allow people to train while they teach, and districts described staffing and experience loss as ongoing challenges. Key findings: - About 5,260 people completed educator preparation programs in 2023–24, and roughly 3,570 of them started teaching in Wisconsin public schools, leaving about 1,700 who did not begin teaching in the state. - By the end of their first year more than 26% of new teachers were no longer at the same school and nearly 12% were no longer teaching in Wisconsin public schools; within three years over half had left their original school and more than a quarter had left teaching in Wisconsin public schools. - In 2023–24 there were over 3,800 positions meant for licensed teachers statewide, and districts relied on emergency licenses; nearly 900 special education teachers and over 850 elementary, middle or regular education teachers held emergency licenses while completing training. - Inflation-adjusted average teacher compensation declined from about $113,500 in 2010 to about $88,106 in 2024, with a modest increase of roughly $1,000 from 2023 to 2024. Summary: The report signals continuing pressure on classroom staffing, class sizes and course availability as many new educators do not remain in Wisconsin schools. District leaders and state officials discussed compensation, budgeting strains and mentoring or leadership structures to support earlier-career teachers. Undetermined at this time.