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Fact Sheet

Bilingual Teacher Shortage Threatens Students’ Bilingual Opportunity

California's Bilingual Students Need More Bilingual Teachers

May 2023 | By Jonathan Kaplan

More than 2.3 million California TK-12 public school students bring a linguistic asset with them to school every day: living in homes where a language other than English is spoken. A majority of these students (1.2 million) demonstrate English proficiency during their school years. But, students’ home language skills are often neglected at school due to California’s shortage of bilingual education teachers. Neglecting students’ language assets means they may not become biliterate, causing them to miss out on numerous advantages biliteracy provides such as cognitive benefits and increased competitiveness once students enter the workplace.

“California must address its shortage of bilingual teachers so that all students have access to an education that prepares them for success.”

To help students achieve biliteracy, California must address its shortage of adequately trained bilingual education teachers. The magnitude of this shortage can be assessed by looking at the number of teachers who have been authorized to teach bilingually in recent years, which pales in comparison to the number of TK-12 students who live in homes where languages other than English are spoken. Specifically, a large imbalance exists between 1) the number of students who live in homes where one of the top 10 languages is spoken and 2) teachers who earned an authorization to teach in those languages from 2012-13 to 2021-22 (See Table).

The bilingual teacher shortage is a significant obstacle for California students to achieve biliteracy. One step the Legislature can take to address this shortage is reinstating the Bilingual Teacher Professional Development Program (BTPDP), which expired in June 2021. Last year, the California Department of Education reported the BTPDP “was very successful and helped address a critical teacher shortage area that is in high demand.” The Legislature should fund the BTPDP and build on its success, especially to help the millions of California TK-12 students with home language assets achieve biliteracy.

Demand for TK-12 Bilingual Education Teachers Outstrips Supply in California

LanguageStudents from Homes Where a Language Other Than English Is SpokenBilingual Authorizations Issued from 2012-13 Through 2021-22Student-to-Bilingual Authorization Ratio
Spanish 1,802,4207,518239.7
Vietnamese68,150302,271.7
Mandarin 67,712436155.3
Cantonese42,08161689.9
Filipino38,45357,690.6
Arabic32,944112,994.9
Korean29,675133223.1
Punjabi22,690211,345.0
Russian21,30737,102.3
Farsi18,55029,275.0

*Note: A bilingual authorization authorizes teachers to deliver instruction in languages other than English and does not include teaching intern credentials, permits, and waivers.

Source: California Department of Education and California Commission on Teacher Credentialing

Support for this report was provided by the Sobrato Family Foundation and the Stuart Foundation.

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Every year, California’s governor and Legislature adopt a state budget that provides a framework and funding for critical public services and systems — from child care and health care to housing and transportation to colleges and K-12 schools.

But the state budget is about more than dollars and cents.

The budget expresses our values as well as our priorities for Californians and as a state. At its best, the budget should reflect our collective efforts to expand economic opportunities, promote well-being, and improve the lives of Californians who are denied the chance to share in our state’s wealth and who deserve the dignity and support to lead thriving lives.

A multi ethnic group of teenagers hanging outdoors together. The focus of the photo is on an African American teenage girl who is smiling and happy to be with her friends.

“State budget choices have an impact on all Californians and these decisions are particularly important for the nearly 6 million students in California’s K-12 public schools.”

State budget choices have an impact on all Californians and these decisions are particularly important for the nearly 6 million students in California’s K-12 public schools. Because the state budget provides the majority of funding that K-12 public schools receive each year, it is critical for Californians to understand and participate in the annual budget process to ensure that state leaders are making the strategic choices needed to allow every K-12 student — from different races, backgrounds, and places — to thrive and share in our state’s economic and social life.

This guide sheds light on the state budget, the budget process, and why they matter for K-12 students and schools with the goal of giving Californians the tools needed to effectively engage decision makers and advocate for fair and just policy choices.

Support for this report was provided by the Sobrato Family Foundation and the Stuart Foundation.

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Having a safe, stable place to live is crucial for student development and educational success. But more than 220,000 of California’s public K-12 students experienced homelessness in 2020-21. This includes children temporarily staying with other families due to economic hardship, and children living in motels, shelters, vehicles, public spaces, or substandard housing.

“More support is needed for California’s Latinx, Black, Indigenous, and Pacific Islander K-12 students who disproportionately experience homelessness.”

Latinx, Black, American Indian, Alaska Native, and Pacific Islander students were disproportionately likely to experience homelessness. These students also experience high rates of chronic absenteeism causing them to lose critical access to curriculum and social structures that schools, educators, and peers offer.

A bar chart showing the percentage of public K-12 students considered homeless during the 2020-21 school year where California's Latinx, Black, Indigenous, and Pacific Islander students disproportionately experience homelessness.

Students’ housing situations shouldn’t block them from learning opportunities. Policymakers should boost investments in safe, affordable housing and target additional funding and resources for students who experience homelessness to ensure every California K-12 student can thrive in school and life.

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California is home to the California State University (CSU) and the University of California (UC), which educate thousands of students every year and help them build strong futures for themselves and their communities. CSU and UC require that high school students complete certain courses, known as A-G courses, to be eligible for admission.

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Policymakers can improve CSU and UC access by reforming course requirements so that all students have an equitable chance to pursue higher education.
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However, California high school students do not have an equal opportunity to successfully fulfill this requirement on their pathways to higher education. In 2020-21, many student groups graduated high school without completing the A-G pathway at rates that were higher than the state average of 48%. These groups include students with disabilities, English language learners, students experiencing homelessness, and students of color.

Policymakers can improve CSU and UC access by reforming course requirements so that all students have an equitable chance to pursue higher education, irrespective of their socioeconomic backgrounds.

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