Despite shortages of highly qualified math and science teachers nationwide, only 12 states have made any progress toward the equitable distribution of teachers in high-need areas, and 32 states do not allow someone to demonstrate subject-matter knowledge by means of a test in lieu of their requirement of a college degree in the subject. What’s more, only 28 states support differential pay initiatives for teachers in high-need areas.

That state policies, by and large, are not geared toward increasing the quality and number of math and science teachers is among the findings of a new report that


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