However, schools with large numbers of minority students and in high-poverty areas are suffering the worst staff shortages.
"We asked teachers about job satisfaction where they're teaching, and how poverty schools are having a challenge in getting certified teachers," NCES commissioner Dr. Peggy G. Carr said."The performance for the students are usually more challenging because they are dealing with a lot of other equity issues around factors that impact how well they can perform, resource issues in the school and at home.
Schools are trying to retain qualified teachers in high-minority, high-poverty schools through pay incentives and extra days off, but teacher vacancies in these schools are high compared to their counterparts, Carr said. "They are the working class and we can't survive without them, and you know they couldn't stay home and take care of their kids, like many of us could," Carr said."We need to be able to marry these kinds of statistics to see if we can provide some cause and effect and understand the full impact of this virus on these communities."
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