Percentage of Unqualified Special Education Teachers in Washington State Exceeds 1.5%

Washington State faces a shortage of qualified special education teachers and teachers’ aides, with uncertainty about the extent of the issue, except for the fact that at least 1.5% of teachers lack proper qualifications for their roles.

A recent state audit revealed that in addition to high vacancy rates in special education, there is a notable presence of educators lacking full teaching endorsements for special education or having limited experience in this particular area.

While the proportion might seem modest, it is nearly three times higher than the percentage of underqualified teachers in other subject areas statewide. According to a 2024 Professional Educator Standards Board report, the next highest percentage of under-qualified instructors is in elementary education at 0.6%.

Washington State caters to approximately 143,000 eligible students receiving special education and related services, according to the Office of Superintendent of Public Instruction. While the specific number of total special education teachers in the state was not immediately available, the office reported 5,813 full-time equivalent classroom teachers in the special education program for the 2022-2023 school year.

Expressing appreciation for the audit, the Office of Superintendent of Public Instruction acknowledged that progress is being made in addressing the issue at hand.

As stated by the office’s spokesperson, Katy Payne, special education consistently experiences higher educator turnover rates in the state and nationwide. Efforts are being made to attract and retain quality educators in these crucial roles.

The Office of Superintendent of Public Instruction highlighted its teacher residency program focused on training aspiring special education teachers. Payne noted that several residents from the initial cohort have recently secured permanent positions.

The agency has advocated for a hiring bonus for teachers within the special education program of a district and emphasized the need for additional funding for special education and improved data tracking to accurately assess vacancies.

Josh Taylor, an assistant professor of special education at Washington State University, remarked that the presence of under-credentialed special education teachers in Washington is not surprising and is a common occurrence in the state and across the U.S.

Regarding the issue, Taylor mentioned the persistent shortage of special education teachers nationwide, leading districts to hire inadequately certified educators due to high turnover and vacancies. This situation perpetuates a cycle where underprepared teachers depart, highlighting the need for enhanced systemic support.

Although Washington lacks statewide teacher vacancy data, the Office of Superintendent of Public Instruction’s 2024 state budget proposal indicated a high vacancy rate for special education teachers compared to general elementary teaching positions.

An analysis by the University of Washington in 2021 of district job postings revealed that about 20% of vacant teaching positions were for special education teachers, a rate significantly higher than that for elementary education teachers.

The audit also identified the prevalence of inexperienced teachers and paraeducators, also known as teachers’ aides, in special education settings. Stressing the importance of paraeducators in special education, Taylor noted the profession’s high turnover rates with almost 50% of Washington paraeducators having less than five years of experience.

Attributing paraeducator turnover to low wages, the Office of Superintendent of Public Instruction cited an average hourly wage of $22 for paraeducators in Washington and recommended a wage increase of $7 per hour during the legislative session.

Former paraeducator Taylor emphasized the need for increased support from legislators for the profession and encouraged more pathways for aspiring special education teachers, many of whom begin as paraeducators. Advocating for mentorship and guidance for educators once they start teaching, Taylor stressed the importance of systemic support.

Research suggests that high turnover in the education sector could partly stem from changing perceptions of the field, affecting morale among educators.

Recognizing the value of educators, Taylor highlighted the need for societal acknowledgment of the crucial work teachers do and the importance of supporting and retaining them in the education sector.