Can supplemental academic service providers bridge the teacher hiring gap?

The COVID-19 pandemic has caused nationwide drops in K-12 academic benchmarks, with impacts on literacy rates perhaps being the most alarming indicator. Schools’ concerns about the lack of hands-on, in-person instruction, coupled with high levels of vacancies in teaching jobs have been covered broadly by the media. How schools are going to get students back on grade level given teacher shortages is a fundamental question districts and providers alike are seeking answers to.

Last month, we reported on the K-12 supplemental academic services (“SAS”) gold rush of 2021-22. This rush for services is being propelled by the considerable pool of federal dollars that districts need to spend by 2024 to address academic and social emotional learning loss, among other applications.

This month, we’re following up with findings from a survey of ~300 school leaders and teachers regarding their greatest current challenges, and the role supplemental academic services can play in addressing them.

Adam Newman

This month, we’re following up with findings from a survey of ~300 school leaders and teachers regarding their greatest current challenges, and the role supplemental academic services can play in addressing them.