Report on South Dakota’s Teacher Shortage and its Implications for Sustainable Development Goals

Executive Summary

An analysis of South Dakota’s ongoing teacher shortage reveals significant challenges that directly impede progress toward key United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 8 (Decent Work and Economic Growth). The crisis is characterized by severe rural vacancies, a critical lack of special education professionals, non-competitive regional salaries, a failing teacher pipeline, and disruptive mid-year turnover. These factors combine to threaten the provision of inclusive, equitable, and quality education for all students in the state.

Key Findings and SDG Implications

1. Disproportionate Impact on Rural Districts and SDG 10: Reduced Inequalities

   The teacher shortage exacerbates educational disparities between rural and urban areas, a direct challenge to SDG 10. Rural districts experience significantly higher turnover and vacancy rates.

   • A February 2024 analysis by the Rockefeller Institute of Government confirms that small, rural districts face the most severe turnover.
   • The Alcester-Hudson school district reported a 43% teacher vacancy rate (12 of 28 positions) for the fall 2024 term, illustrating the acute nature of the crisis in non-urban communities.
   • This disparity undermines the goal of providing equitable educational opportunities for all children, regardless of geographic location, a core tenet of SDG 4 and SDG 10.

2. Critical Shortages in Special Education and SDG 4: Quality Education

   The most significant staffing deficit across all district types is in special education, which directly compromises the state’s ability to meet SDG 4’s mandate for inclusive education for learners with disabilities.

   • State workforce analysis confirms special education as the primary shortage area, affecting both large and small districts.
   • This shortage forces remaining special education teachers to manage larger caseloads, diminishing the quality and individualization of support for vulnerable students.
   • Failure to adequately staff these positions represents a systemic barrier to achieving inclusive and equitable quality education for all.

3. Regional Pay Disparities and SDG 8: Decent Work and Economic Growth

   South Dakota’s teacher compensation structure fails to meet the principles of SDG 8, which advocates for decent work and fair pay, creating a significant recruitment and retention disadvantage.

   • According to 2024 National Education Association data, South Dakota ranks 46th nationally for average teacher salary at $56,000.
   • This salary lags considerably behind neighboring states such as Minnesota ($66,561) and Wyoming ($60,234).
   • This economic disparity hinders the state’s ability to attract and retain qualified educators, undermining the stable, professional workforce required to deliver on the promise of SDG 4.

4. Insufficient Teacher Pipeline and Long-Term Threats to SDG 4

   The state’s inability to cultivate a sufficient pipeline of new educators poses a long-term threat to the sustainability of its educational system and the achievement of SDG 4.

   • Fewer young people are entering the teaching profession, despite recent policy interventions.
   • The South Dakota Teacher Apprenticeship Pathway, a key initiative, has produced insufficient numbers to meet current demand, with only seven graduates to date and an additional 56-60 anticipated.
   • This structural weakness in workforce development jeopardizes the future of quality education in the state.

5. Mid-Year Turnover and its Destabilizing Effect on SDG 4 Targets

   High rates of mid-year teacher turnover create instability that disrupts student learning and undermines the consistency required to meet SDG 4 targets.

   • The South Dakota Education Association reported 200 teaching positions opened mid-year during the 2024-25 school year.
   • These departures lead to the use of emergency substitutes or unfilled positions, creating significant learning disruptions for students.
   • This constant churn directly counteracts the goal of providing a stable, effective, and high-quality learning environment for all children.

Analysis of SDGs, Targets, and Indicators in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

   The article on South Dakota’s teacher shortage primarily addresses issues related to the following Sustainable Development Goals (SDGs):

   • SDG 4: Quality Education: The central theme of the article is the teacher shortage, which directly impacts the quality and accessibility of education. The lack of qualified teachers, especially in specialized fields like special education, and high turnover rates disrupt student learning and compromise educational standards.
   • SDG 8: Decent Work and Economic Growth: The article discusses teacher pay and working conditions. The fact that South Dakota’s teacher salaries lag behind neighboring states relates to the goal of providing decent work and fair compensation. The high turnover and vacancy rates suggest challenges in job stability and attractiveness of the teaching profession.
   • SDG 10: Reduced Inequalities: The article explicitly highlights the disparity between rural and urban school districts. Rural districts face significantly higher teacher turnover and vacancy rates, indicating an inequality in educational resources and opportunities based on geographic location.

2. What specific targets under those SDGs can be identified based on the article’s content?

   Based on the issues discussed, the following specific targets are relevant:

   • Target 4.c (under SDG 4): “By 2030, substantially increase the supply of qualified teachers…” The entire article is focused on the failure to meet this target in South Dakota. It details the shortage of teachers, the specific need for special education instructors, and the insufficient number of graduates from programs like the “Teacher Apprenticeship Pathway” to meet demand.
   • Target 8.5 (under SDG 8): “By 2030, achieve full and productive employment and decent work for all…” The article’s focus on teacher salaries lagging behind regional competition ($56,000 in SD vs. higher in neighboring states) directly relates to the “decent work” aspect of this target. The struggle to recruit and retain teachers points to challenges in making teaching a productive and appealing form of employment.
   • Target 10.2 (under SDG 10): “By 2030, empower and promote the social, economic and political inclusion of all…” The article points to a failure to meet this target by highlighting the inequality faced by rural communities. The Rockefeller Institute of Government analysis is cited, stating that “Small, rural school districts experience teacher turnover rates far exceeding urban areas,” which creates a disadvantage for students in those regions.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

   Yes, the article mentions several quantitative and qualitative indicators that can be used to measure progress:

   • For Target 4.c (Supply of qualified teachers):
     • Teacher Vacancy Rate: The article provides a specific indicator: the Alcester-Hudson district had a 43% vacancy rate heading into fall 2024.
     • Teacher Turnover Rate: The article mentions that “rural school districts experience teacher turnover rates far exceeding urban areas” and that “200 teaching positions opened mid-year.” These numbers serve as direct indicators of teacher supply instability.
     • Number of New Teachers Graduating: The article states that the “Teacher Apprenticeship Pathway has graduated only seven participants, with 56-60 more expected,” which can be measured against the total demand.
     • Shortage in Specialized Fields: The identification of “special education” as the state’s biggest staffing challenge is a specific indicator of a lack of qualified teachers in a critical area.
   • For Target 8.5 (Decent work and pay):
     • Average Teacher Salary: The article provides a clear indicator: South Dakota’s average teacher salary is “$56,000.”
     • Comparative Salary Rankings: The state’s rank of “46th nationally” and the direct salary comparisons to Minnesota ($66,561), Wyoming ($60,234), and Iowa ($58,831) are indicators used to measure the competitiveness and fairness of pay.
   • For Target 10.2 (Reduced inequalities):
     • Disparity in Teacher Turnover/Vacancy Rates by Location: The key indicator mentioned is the difference in turnover rates between rural and urban districts. The 43% vacancy rate in the rural Alcester-Hudson district is a stark data point illustrating this inequality compared to the implied lower rates in urban areas.

Summary of Findings

Source: mykxlg.com