The Condition of Future Educators 2015: National

The Condition
of Future
Educators 2015
National
The Condition of
Future Educators 2015
ACT has conducted groundbreaking research on college and
career readiness since its founding in 1959. Over the past
decade in particular, ACT research has provided data and
information guiding some of the nations most important
education and workforce issues and related initiatives. Each
August, we release The Condition of College & Career
Readiness (www.act.org/research), our annual report on the
achievement of the ACT-tested graduating class relative to
college readiness.
In 2015, a record 59% of the US graduating class took the ACT
test. The steady increase in ACT test takers in recent years has
enhanced the breadth and depth of our data pool, providing a
more comprehensive picture of the college readiness levels of
the graduating class while giving us a deeper look into the data.
Our data review from this years graduating class has offered a
glimpse into new areas of study, including emerging educational
pipelines.
In this report, ACT looks specifically at students expressing an
interest in education as a profession. ACT-defined education
majors are categorized into four areas:
Administration/Student Servicesnon-teaching
education majors, such as counseling, curriculum, and
administration
Teacher Education, Generala single major considered by
individuals who have an interest in teaching but have not yet
determined a student population and/or subject area focus
Teacher Education, Specific Student Populationmajors
defined by the type of student being served, such as early
childhood education and postsecondary education
Teacher Education, Subject Specificmajors defined by
the type of subject taught, such as art education, foreign
languages, and mathematics education
Our Commitment to Educators

ACT conducts its exclusive ACT National Curriculum Survey
every three to five years, surveying thousands of elementary,
secondary, and postsecondary instructors to keep abreast of the
specific skills and knowledge taught in Americas schools and
expected of first-year college students. We use these empirical
data to inform the ACT College and Career Readiness
Standards, which align with our assessments. These standards
help ACT to give students, educators, schools, and states the
insights they need to determine whether students are on track
for college and career readiness and to help improve educational
outcomes.
Teacher Support and Development

ACTs Call to Action
Develop robust teacher evaluation systems.Efforts to
safeguard and use data appropriately and to fully align the
education system are moot if we do not invest in one of the most
important components of student learning: teachers. As stated in
our K12 education platform, ACT applauds states and districts
development and use of robust teacher evaluation systems that
include multiple measures of performance to identify effective
teaching and focus on professional development. All teacher
evaluations should include classroom observations, parent and
student surveys, and measures of student growth on

assessments. Teachers should be involved in the creation and
rollout of these systems.
Strengthen admissions criteria for teacher education
programs and offer professional development to new
teachers.We must ensure that the admissions criteria for
teacher education programs are rigorous and produce highquality candidates armed with the toolssound instructional
methods, content mastery, and data literacyto teach effectively.
Once in the classroom, teachers must have the opportunity to
participate in professional development opportunities that
enhance their work.
Increase teacher compensation.Given that teachers are the
most important school-based factor in student achievement, if
we truly want the best teaching force in the world, teachers must
be compensated correspondingly. Doing so demonstrates
investment not only in teachers, but in students as well.
It is time to take these and other meaningful steps to solve the
issues hindering student success. ACT sincerely hopes that this
call to action, informed by decades of educational research,
contributes to the enhancement of education and career
opportunities for all students, including our nations most
underserved individuals. ACT stands ready to work with
like-minded organizations to support systemic education
reforms. Ensuring a world-class US educational system should
be a responsibility shared by all of us: Our future rests on the
education of tomorrows leaders. We must do better.
ACT research (Using Dual Enrollment, 2015) demonstrates that
education leaders are looking to dual credit classes and
concurrent enrollment to ease the transition to college
coursework. Shortening the amount of time students spend
working toward a postsecondary credential can reduce their
total college cost, which is highly desirable to students, their
parents, and policymakers. Critically, both of these factors
disproportionately affect students from low-income families
and/or first-generation college students. Certifying high school
teachers for dual enrollment programs is valuable not only
because it can advance a more rigorous high school curriculum,
but also because of the positive influence certification can exert
on the teachers non-collegiate courses. Dual enrollment
programs can also potentially reduce the gap between high
school teachers perception of college readiness of their high
school graduates and college instructors perception of the
readiness of their incoming first-year students.
ACT research (Use of Data to Support Teaching and Learning: A
Case Study of Two School Districts, 2015) also shows the
positive nature of the intersection between quality assessment
and teaching. ACT can provide data and insights to help new
and existing teachers better understand how to use assessment
data to inform instruction.
The goal of this report is to provide current educators and
policymakers a glimpse inside the pipeline of future educators. If
the United States hopes to reclaim its perch as the worlds
leader in education, we must first address some of the key
findings highlighted in this report.
2016 by ACT, Inc. All rights reserved. The ACT test is a registered trademark of ACT, Inc., in the USA and other countries.
The ACT National Curriculum Survey is a registered trademark of ACT, Inc.
2 THE CONDITION OF FUTURE EDUCATORS 2015
5841
Key Findings
from the National Condition of Future Educators 2015 Report

1. Interest among ACT-tested graduates in becoming
educators continues to decline at an alarming rate.
Five-year trends indicate that of the more than 1.9 million
students who took the ACT in 2015, fewer than 88,000
students indicated an interest in education majors or
professions. In the areas of math and science education, the
numbers are even more concerning, with fewer than 3,700
indicating an interest in these subjects.
The percentage of aspiring educators who meet the ACT

College and Career Readiness Benchmarks is lower than the
national average in every subject area except English. In
science and math, the gaps are significant. In short, not only
are fewer students interested in becoming educators, but
those who are interested have lower-than-average
achievement levels in three of the four subject areas
measured by the ACT. In addition, 30% of these students
missed the benchmark in all four subject areas. Graduates
When combined with the fact that a teacher shortage already
interested in Administration/Student Services majors
exists in many states and subject areas, these figures are very
demonstrated the lowest benchmark attainment within the
sobering. According to the National Center for Education
four categories. These findings raise a key question: How can
Statistics, the total number of elementary and secondary
the education field capture the interest and attention of more
school teaching positions needed in the United States is
studentsparticularly the best and brightest students?
projected to increase by 14% between 2010 and 2021.
Coupled with the expected retirement of many baby boomer 3. Interest in pursuing an education career is low among
males. More than three-quarters of the ACT-tested graduates
educators, the fact that fewer students are interested in
interested in an education career are female. This number
becoming educators will likely magnify the teacher shortage.
rises to over 90% among students interested in early
Research continues to validate the critical role of quality
childhood and elementary education.
teaching in student success. However, quantity is also
4.
In general, there is a lack of diversity among students
important: The nation must fill the pipeline to alleviate the
interested in education. Just over 70% of ACT-tested 2015
expected shortfall in the number of available teachers. Our
graduates who are interested in becoming educators are
inability to do so will force educational systems to think
white. In comparison, 59% of all ACT-tested graduates are
differently about how we deliver educationwhich might, in
white. The percentage of future educators is lower than the
turn, have a negative impact on student success.
overall percentage of tested students in each minority racial/
2. Students interested in education have lower-thanethnic category.
average achievement levels, particularly in STEM areas.
ACT-Tested 2015
Graduates
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or More
Races
All ACT-Tested Graduates
14.1%
0.8%
4.9%
16.7%
0.3%
58.9%
4.2%
Future Educators
10.1%
0.7%
1.8%
13.2%
0.2%
70.5%
3.4%
Note: Students who selected the prefer not to respond option or left ethnicity blank were not used in the calculations for this table.
Additional Recommendations
Improve educator benefits to attract and retain quality
teachers. Teachers are the most important school-based factor
in a students achievement, so states and districts should advance
policies that make the teaching profession more attractive. For
example, beginning teacher salaries should be comparable to
entry-level salaries for recent college graduates in other fields,
Recruit high-achieving college students who are undecided and effective teaching should be supported and rewarded over
the number of years spent in the classroom.
about their future careers. Postsecondary institutions should
focus on identifying high-achieving students who are undecided Empower, encourage, and equip teachers to lead and to
about their college majors and encourage them to consider
solve challenges in education using their own talent and
pursuing the teaching profession. In particular, because ACT data experience. Enlist federal programs such as Teacher Incentive
indicate that relatively few minority students are interested in
Fund grants to cultivate leadership of the strongest teachers in
education as a career, recruitment efforts should target more
each school. Have teachers take on hybrid roles, such as
minority students to enter the teaching pipeline. A more diverse
teaching for part of the day and supporting and/or coaching their
teacher population may also lead to greater achievement among peers when they are not teaching. Build leadership teaching
minority students. Recent research shows that K12 students
communities so that entire communities can come together to
particularly African American and Asian American students
stand behind both the teachers and the students they teach. We
benefit from being taught by a teacher of the same race;1
need to champion teachers to be the leaders of change and
however, ACT data indicate that few minority students are
provide teachers with the time and training to equip them as
interested in education.
agents of change.2
There has never been a more critical time to the success of our
children. Educators are courageously raising the bar for student
achievement higher than ever before, and we need to support
them. To help drive greater interest in the teaching profession
among a diverse population of high-achieving students, ACT
recommends the following:
Anna J. Egalite, Brian Kisida, and Marcus A. Winters. Representation in the Classroom: The Effect of Own-Race Teachers on Student Achievement,
Economics of Education Review 45 (2015): 4452.
Arne Duncan. Why Teaching is the Most Important Profession. LinkedIn (2015).
National Future Educators Report

Attainment of College and Career Readiness
Trends of Student Interest in Education Majors: 20112015

Between 2011 and
2015, the percent of all
ACT-tested graduates
who expressed an interest
in education majors
decreased by 1%.
2011
Nation
2012
2013
2014
2015
Percent
6%
6%
5%
5%
5%
N Count
103,932
94,458
91,186
89,192
87,653
All Students Planning Education Majors

Percent of 2015 ACT-Tested High School Graduates
by ACT College Readiness Benchmark Attainment
and Subject

by Number of ACT College Readiness Benchmarks
Attained
100
100
25
43
Percent
10
54
60
14
10
40
17
65
43
20
80
52
36
31
Mathematics
Science
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Reading
40
30
19
17
2
Benchmarks Met
100
80
65
60
43
36
31
20
20
0
English
Reading
Mathematics
Science
All Four
Subjects
Note: Percents in this report may not sum to 100% due to rounding.
Number and Percent of 2015 ACT-Tested

HighSchool Graduates by Area of Planned Major
Education Area
N Count
Percent
3,686
General Teacher Education
10,751
12
Student Population Specific
45,717
52
Subject Specific
27,499
31
Total
87,653
100
Administration/Student Services
40
20
13

Meeting ACT College Readiness Benchmarks by
Subject
Percent
60
20
0
English
Percent
80
National Future Educators Report

Attainment of College and Career Readiness
All Students Planning Education Majors
Race/Ethnicity and Subject*
8
7
American
Indian
16
15
100
29
15
80
40
26
67
62
42
Asian
51
36
Hispanic
27
22
17
Pacific
Islander
20
21
13
English
45
Mathematics
36
Reading
36
32
Mathematics
31
Science
33
30
Male
64
44
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or More
Races
N = 8,502
N = 573
N = 1,540
N = 11,148
N = 204
N = 59,496
N = 2,910

Educational Aspirations and Subject
72
Professional
Degree
Female
Male
Female
N = 21,775
N = 65,502

Highest Parental Education Level and Subject
Professional
Degree
52
43
39
61
54
48
English
62
Reading
40
31
27
Mathematics
Science
25
Bachelors
Degree
Associates
Degree
30
26
29
26
19
High School
Graduate or Less
74
51
44
38
Certification or
Some College
11
9
7
81
59
52
46
39
11
7
6
81
61
54
49
Masters
Degree
81
Masters
Degree
Voc-tech
Degree
39
40
74
African
American
Associates
Degree
English
45
20
Science
51
42
38
Bachelors
Degree
57
60
Reading
43
White
Two or
More Races
Percent
African
American

Gender and Subject
19
16
26
40
English
Reading
Mathematics
61
Science
62
44
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Certification
or Some
College
High School
Grad or
Less
N = 6,513
N = 17,592
N = 55,314
N = 2,628
N = 527
N = 3,888
N = 11,615
N = 22,427
N = 9,059
N = 14,688
N = 16,886
* Race/ethnicity categories changed for the 20102011 academic year to reflect updated US Department of Education reporting requirements.
NATIONAL FUTURE EDUCATORS REPORT
Administration/Student Services Majors

Trends of Student Interest in Administration/Student Services Majors: 20112015
Between 2011 and
2015, the percent
of students
interested in these
education majors
increased by 2%.
Nation
2011
2012
2013
2014
2015
Percent
2%
4%
4%
4%
4%
N Count
2,524
3,638
3,786
3,818
3,686
All Students Planning Administration/Student Services Majors

and Subject

Attained
100
100
60
33
51
80
63
61
11
14
40
56
20
35
15
28
24
Mathematics
Science
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Reading
39
19
100
16
2
Benchmarks Met
56
40
11
15

HighSchool Graduates by Planned Major
Education Majors
N Count
Percent
2,681
73
Curriculum and Instruction
265
Educational Administration
740
20
3,686
100
Counseling and Student Services
80
Percent
40

Subject
60
60
20
0
English
Percent
Percent
80
Total
35
28
24
20
15
0
English
Reading
Mathematics
Science
All Four
Subjects
Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section
should be interpreted with caution.
Administration/Student Services Majors

All Students Planning Administration/Student Services Majors
American
Indian
100
27
14
7
6
53
30
Asian
49
37
Pacific
Islander
Mathematics
Reading
Mathematics
37
40
31
28
28
23
24
Science
20
Science
38
33
Two or
More Races
60
43
28
26
Male
70
46
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or More
Races
N = 559
N = 32
N = 90
N = 611
N = 14
N = 2,060
N = 152

60
Professional
Degree
39
31
Female
Male
Female
N = 841
N = 2,827

Professional
Degree
53
49
47
Masters
Degree
53
46
39
25
73
Masters
Degree
50
43
38
English
53
Bachelors
Degree
Voc-tech
Degree
English
48
White
Associates
Degree
58
60
Reading
29
0
0
English
36
21
16
11
Hispanic
80
41
22
0
0
Percent
African
American

Gender and Subject
Reading
33
25
21
Mathematics
Science
21
8
6
4
Bachelors
Degree
29
Associates
Degree
23
18
Certification or
Some College
22
19
24
12
High School
Graduate or Less
3
9
14
13
22
31
78
65
42
36
33
79
English
Reading
Mathematics
54
Science
54
35
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Certification
or Some
College
High School
Grad or
Less
N = 462
N = 790
N = 1,957
N = 145
N = 33
N = 149
N = 444
N = 826
N = 392
N = 586
N = 829
General Teacher Education Majors

Trends of Student Interest in General Teacher Education Majors: 20112015
Between 2011 and
2015, the percent
of students
interested in these
education majors
decreased by 1%.
2011
Nation
2012
2013
2014
2015
Percent
13%
12%
12%
12%
12%
N Count
13,754
11,347
11,089
10,678
10,751
All Students Planning General Teacher Education Majors

and Subject

Attained
100
100
24
43
Percent
11
54
60
15
10
40
66
42
20
80
53
16
36
31
Mathematics
Science
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Reading
60
40
29
20
0
English
Percent
80
19
18
2
Benchmarks Met
20
13
0
0

Subject
100
80

Education Majors
N Count
Percent
10,751
100
Total
10,751
100
Percent
66
60
42
40
36
31
20
20
0
English
Reading
Mathematics
Science
All Four
Subjects
General Teacher Education Majors

All Students Planning General Teacher Education Majors
American
Indian
9
7
100
32
16
80
42
24
13
11
68
44
Asian
37
Hispanic
Pacific
Islander
19
53
English
44
26
21
17
19
62
Percent
African
American

Gender and Subject
25
38 37
40
Reading
36
32
Mathematics
31
Science
Two or
More Races
41
35
28
Male
74
48
62
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or More
Races
N = 815
N = 62
N = 233
N = 1,383
N = 32
N = 7,468
N = 338

71
Professional
Degree
Female
Male
Female
N = 2,091
N = 8,584

Professional
Degree
51
42
36
48
Masters
Degree
82
Masters
Degree
Voc-tech
Degree
English
43
20
Science
44
41
36
Associates
Degree
60
Reading
Mathematics
White
60
55
48
English
63
Bachelors
Degree
58
Reading
39
32
27
Mathematics
Science
33
14
8
11
Certification or
Some College
High School
Graduate or Less
75
50
44
38
27
25
28
25
29
17
17
13
83
60
55
49
Bachelors
Degree
Associates
Degree
85
61
57
27
20
17
English
Reading
Mathematics
62
35
Science
62
37
47
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Certification
or Some
College
High School
Grad or
Less
N = 737
N = 1,939
N = 7,085
N = 283
N = 63
N = 476
N = 1,416
N = 2,791
N = 1,073
N = 1,710
N = 2,185
Student Population-Specific Majors

Trends of Student Interest in Student Population-Specific Teacher Education
Majors: 20112015
Between 2011 and
2015, the percent
of students
interested in these
education majors
increased by 5%.
2011
Nation
2012
2013
2014
2015
Percent
47%
52%
52%
53%
52%
N Count
48,739
49,437
47,393
47,247
45,717
All Students Planning Student Population-Specific Teacher Education Majors

and Subject

Attained
100
100
25
43
55
Percent
10
60
15
40
10
17
34
30
Mathematics
Science
65
43
20
80
53
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Reading
40
31
20
17
100
80
2
Benchmarks Met
Education Majors
N Count
Percent
Early Childhood Education
11,050
24
Elementary Education
18,321
40
4,228
967
Secondary Education
4,553
10
Special Education
6,598
14
45,717
100
Postsecondary Education
43
34
30
19
20

Junior High/Middle School Education
65
60
40
19
13

Subject
Percent
60
20
0
English
Percent
80
Total
0
English
Reading
Mathematics
Science
All Four
Subjects
Student Population-Specific Majors

All Students Planning Student Population-Specific Teacher Education Majors
American
Indian
100
29
16
7
6
80
39
26
15
15
41
Asian
34
Hispanic
26
20
16
Pacific
Islander
25
21
10
49
English
44
34
34
Mathematics
29
Science
0
40
35
31
28
Male
63
43
Asian
Hispanic
Pacific
Islander
White
Two or More
Races
N = 3,952
N = 281
N = 753
N = 5,563
N = 87
N = 32,241
N = 1,321

68
Professional
Degree
Male
Female
N = 5,419
N = 40,160

52
47
Masters
Degree
81
Masters
Degree
Female
Professional
Degree
49
38
35
60
49
44
52
45
English
62
Bachelors
Degree
Reading
43
37
40
73
49
American
Indian
Voc-tech
Degree
English
43
20
Science
47
African
American
Associates
Degree
65
61
60
Reading
Mathematics
White
Two or
More Races
63
Percent
African
American

Gender and Subject
Reading
39
30
26
Mathematics
Science
26
Bachelors
Degree
43
36
Associates
Degree
28
24
Certification or
Some College
27
24
22
12
11
9
High School
Graduate or Less
17
14
24
81
58
74
50
38
12
6
6
82
62
38
English
Reading
Mathematics
61
Science
61
42
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Certification
or Some
College
High School
Grad or
Less
N = 2,556
N = 9,304
N = 29,587
N = 1,359
N = 198
N = 2,095
N = 6,282
N = 12,011
N = 4,530
N = 7,338
N = 8,272
11
Subject-Specific Majors
Trends of Student Interest in Subject-Specific Teacher Education Majors: 20112015
Between 2011 and
2015, the percent
of students
interested in these
education majors
decreased by 6%.
2011
Nation
2012
2013
2014
2015
Percent
37%
32%
32%
31%
31%
N Count
38,915
30,036
28,918
27,449
27,499
All Students Planning Subject-Specific Teacher Education Majors

and Subject

Attained
100
100
25
41
Percent
10
51
60
13
10
40
16
65
46
20
80
49
39
35
Mathematics
Science
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Reading
40
30
24
17
16
14
2
Benchmarks Met
0
0

Subject
100
Education Majors
Art Education
65
60
46
39
40
24
English
Reading
Mathematics
Science
All Four
Subjects
5
1
Career and Technical Education
238
Foreign Languages Education
2
10
783
596
2,834
10
Music Education
4,432
16
Physical Education and Coaching
5,954
22
Social Studies/Sciences Education
456
2,640
Mathematics Education
Science Education
Note: Reporting achievement by combinations of student
characteristics may give rise to small N counts. As a result, outcomes
reported in this section should be interpreted with caution.
326
Health Education
Percent
493
1,375
English/Language Arts Education
20
N Count
Business Education
English-as-a-Second-Language Education
35

Agricultural Education
80
Percent
60
20
0
English
Percent
80
Subject Specific
Total
797
3,269
12
3,306
12
27,499
100
Subject-Specific Majors
All Students Planning Subject-Specific Teacher Education Majors
American
Indian
100
27
14
10
8
22
19
80
42
29
44
Asian
39
Hispanic
20
Pacific
Islander
17
17
63
54
English
49
30
27
Percent
African
American
23
38 36
40
English
54
42
Reading
38
32
Mathematics
Science
0
47
43
Two or
More Races
36
35
Male
76
55
66
47
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or More
Races
N = 3,176
N = 198
N = 464
N = 3,591
N = 71
N = 17,727
N = 1,099

77
Professional
Degree
58
49
45
82
Masters
Degree
Voc-tech
Degree
56
60
20
Science
39
64
59
53
English
61
Bachelors
Degree
73
Reading
Mathematics
White
Reading
41
34
30
Mathematics
Science
22
Associates
Degree

Gender and Subject
10
8
7
Female
Male
Female
N = 13,424
N = 13,931

Professional
Degree
60
57
52
Masters
Degree
61
55
50
Bachelors
Degree
47
43
Associates
Degree
35
31
Certification or
Some College
34
31
14
9
7
High School
Graduate or Less
23
20
30
79
80
74
54
43
44
English
Reading
63
Mathematics
Science
63
47
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Certification
or Some
College
High School
Grad or
Less
N = 2,758
N = 5,559
N = 16,685
N = 841
N = 233
N = 1,168
N = 3,473
N = 6,799
N = 3,064
N = 5,054
N = 5,600
13
Future Educators
Interest and Achievement by State
State
Percent
of All
Graduates
Tested*
Percent of All Number of All

ACT-Tested
ACT-Tested
Graduates
Graduates
Interested
Interested in
in Education
Education
Majors
Majors
Percent of Students with Education

Majors Meeting Benchmarks
English
Reading
Math
Science
Alabama
100
2,806
59
36
21
23
Colorado
100
2,025
71
48
39
38
Illinois
100
7,501
68
43
41
35
Kentucky
100
2,883
66
41
31
29
Louisiana
100
1,688
66
40
27
25
Michigan
100
4,498
65
42
34
33
Mississippi
100
1,532
50
29
17
16
Montana
100
515
58
41
37
31
North Carolina
100
3,592
55
37
31
24
North Dakota
100
403
68
46
45
38
Tennessee
100
2,827
64
41
29
28
Utah
100
1,819
68
49
38
34
Wyoming
100
470
66
42
37
33
Arkansas
93
1,813
64
41
32
27
Hawaii
93
346
48
32
26
21
Nebraska
88
1,433
72
48
40
36
Oklahoma
80
1,513
62
44
25
25
Florida
79
4,011
52
39
25
22
Minnesota
78
2,502
74
54
51
45
Missouri
77
3,349
70
47
38
34
South Dakota
76
418
67
48
42
36
Kansas
74
1,518
70
48
41
34
Ohio
73
5,282
70
50
42
36
Wisconsin
73
2,655
74
48
43
40
New Mexico
71
469
61
43
27
25
Iowa
67
1,801
74
50
40
39
West Virginia
66
871
68
45
24
23
South Carolina
62
1,724
61
40
30
26
Georgia
58
2,764
60
39
26
26
Arizona
56
1,066
54
37
32
25
District of Columbia
42
38
29
24
21
16
Idaho
42
368
75
60
47
44
Indiana
41
1,500
71
50
42
33
Texas
41
6,180
52
36
31
27
Nevada
40
338
65
48
40
33
Alaska
39
131
68
53
47
34
Oregon
38
514
68
49
39
32
Future Educators
Interest and Achievement by State
State
Percent
of All
Graduates
Tested*
Percent of All Number of All

ACT-Tested
ACT-Tested
Graduates
Graduates
Interested
Interested in
in Education
Education
Majors
Majors
Percent of Students with Education

Majors Meeting Benchmarks
English
Reading
Math
Science
Connecticut
32
555
79
52
51
44
California
30
3,425
63
42
40
29
Virginia
30
1,069
67
52
41
39
New Jersey
29
1,313
67
41
43
32
Vermont
29
117
70
50
48
42
Massachusetts
28
765
77
56
53
42
New York
28
2,324
71
49
51
42
Maryland
25
592
65
44
36
32
Washington
25
700
60
47
40
32
New Hampshire
23
130
80
55
42
40
Pennsylvania
22
1,298
68
45
39
32
Delaware
21
83
73
49
37
30
Rhode Island
19
79
62
48
29
30
Maine
10
40
73
53
50
40
Nation
59
87,653
65
43
36
31
* Totals for graduating seniors were obtained from Knocking at the College Door: Projections of High School Graduates,
8th edition. December 2012 by the Western Interstate Commission for Higher Education.
ACT-Defined Education Majors

Administration/Student Services
Subject Specific
Counseling and Student Services
Teacher EducationSubject Specific
Educational Administration
Agricultural Education
Curriculum and Instruction
Art Education
Business Education
Career and Technical Education
Teacher EducationGeneral
English-as-a-Second-Language Education
English/Language Arts Education
Student Population Specific
Foreign Languages Education
Special Education
Health Education
Early Childhood Education
Mathematics Education
Elementary Education
Music Education
Junior High/Middle School Education
Physical Education and Coaching
Postsecondary Education
Science Education
Secondary Education
Social Studies/Sciences Education
15
ACT is an independent, nonprofit organization that provides assessment,

research, information, and program management services in the broad
areas of education and workforce development. Each year, we serve
millions of people in high schools, colleges, professional associations,
businesses, and government agencies, nationally and internationally.
Though designed to meet a wide array of needs, all ACT programs and
services have one guiding purposehelping people achieve education
and workplace success.
This report can be found at

www.act.org/research
*0117A1160*
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The Condition of Future Educators 2015: National

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The Condition

Our Commitment to Educators

Teacher Support and Development

student surveys, and measures of student growth on

2 THE CONDITION OF FUTURE EDUCATORS 2015

from the National Condition of Future Educators 2015 Report

The percentage of aspiring educators who meet the ACT

All ACT-Tested Graduates

National Future Educators Report

Trends of Student Interest in Education Majors: 20112015

All Students Planning Education Majors

Percent of 2015 ACT-Tested High School Graduates

4 THE CONDITION OF FUTURE EDUCATORS 2015

Number and Percent of 2015 ACT-Tested

General Teacher Education

Student Population Specific

Percent of 2015 ACT-Tested High School Graduates

National Future Educators Report

Percent of 2015 ACT-Tested High School Graduates

Percent of 2015 ACT-Tested High School Graduates

Percent of 2015 ACT-Tested High School Graduates

NATIONAL FUTURE EDUCATORS REPORT

Administration/Student Services Majors

All Students Planning Administration/Student Services Majors

Percent of 2015 ACT-Tested High School Graduates

Number and Percent of 2015 ACT-Tested

Curriculum and Instruction

Counseling and Student Services

Percent of 2015 ACT-Tested High School Graduates

6 THE CONDITION OF FUTURE EDUCATORS 2015

NATIONAL FUTURE EDUCATORS REPORT

Administration/Student Services Majors

Percent of 2015 ACT-Tested High School Graduates

Percent of 2015 ACT-Tested High School Graduates

Percent of 2015 ACT-Tested High School Graduates

NATIONAL FUTURE EDUCATORS REPORT

General Teacher Education Majors

All Students Planning General Teacher Education Majors

Percent of 2015 ACT-Tested High School Graduates

Percent of 2015 ACT-Tested High School Graduates

Number and Percent of 2015 ACT-Tested

General Teacher Education

8 THE CONDITION OF FUTURE EDUCATORS 2015

NATIONAL FUTURE EDUCATORS REPORT

General Teacher Education Majors

Percent of 2015 ACT-Tested High School Graduates

Percent of 2015 ACT-Tested High School Graduates

Percent of 2015 ACT-Tested High School Graduates

NATIONAL FUTURE EDUCATORS REPORT

Student Population-Specific Majors

All Students Planning Student Population-Specific Teacher Education Majors

Percent of 2015 ACT-Tested High School Graduates

Early Childhood Education

Number and Percent of 2015 ACT-Tested

Junior High/Middle School Education

Percent of 2015 ACT-Tested High School Graduates

10 THE CONDITION OF FUTURE EDUCATORS 2015

NATIONAL FUTURE EDUCATORS REPORT

Student Population-Specific Majors

Percent of 2015 ACT-Tested High School Graduates

Percent of 2015 ACT-Tested High School Graduates

Percent of 2015 ACT-Tested High School Graduates

NATIONAL FUTURE EDUCATORS REPORT