California turns to high school students to fill bilingual teacher shortage

California wants half of its K-12 students enrolled in bilingual education by 2030, but a shortage of qualified teachers threatens to undermine that goal. To close the gap, the state is investing in a new pipeline to attract high school students to the profession.

Lawmakers included a $10 million grant program in this year’s budget to enable school districts to partner with community colleges and universities to prepare the next generation of bilingual educators.

Through the partnerships, students will have opportunities to earn teaching credentials and the bilingual authorization required to teach English learners.

The investment is the latest step in California Democrats’ yearslong effort to expand bilingual education. After voters approved Proposition 58 in 2016, lifting most restrictions on bilingual instruction, state leaders set a goal of having half of all K-12 students enrolled in bilingual education programs by 2030. State leaders have spent years encouraging districts to launch dual-language immersion programs, arguing they improve academic outcomes while preparing students to compete in a global economy.

But education leaders warn there aren’t enough qualified teachers to lead bilingual classrooms.

Assemblyman David Alvarez (D), who championed the grant program, said school districts repeatedly told lawmakers they struggled to recruit credentialed bilingual educators. He told EdSource that many bilingual students are interested in becoming teachers but often run into a confusing and costly path from high school through college and the credentialing process.

The shortage is significant in a state where more than 1 in 6 public school students is classified as an English learner. Researchers estimate California will need roughly 6,000 additional bilingual teachers to achieve its goal of having half of all K-12 students enrolled in bilingual education programs by 2030.

Part of the challenge rests in the certification process. Prospective teachers must complete additional coursework and student teaching beyond a standard teaching credential to earn bilingual authorization, requirements that can add thousands of dollars to the cost of becoming a teacher.

Access to preparation programs also varies across California. While a number of regions have created strong pipelines that train bilingual educators, others, particularly districts serving large numbers of English learners, have few nearby programs, making it more difficult for prospective teachers to earn the necessary credentials.

California has increased the number of bilingual teaching authorizations issued each year, more than doubling the total over the past decade. Even so, school districts continue relying on emergency permits to fill bilingual classrooms, underscoring the gap between demand and the available workforce.

Under the new program, grants of up to $600,000 will prioritize school districts with large English-learner populations and little access to bilingual teacher-preparation programs. The partnerships are intended to expose students to teaching careers earlier and create a straighter path from high school into the profession.

Some universities have already begun building similar pipelines. California State University, Bakersfield, for example, has developed relationships with local school districts and is expanding opportunities for students to begin preparing for bilingual teaching before they complete college.

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Supporters say recruiting future educators earlier could strengthen the long-term workforce, but many researchers argue the state’s investment represents only a first step. They contend California will need sustained funding, expanded teacher preparation programs, and greater financial support for prospective educators if it hopes to meet one of its signature education goals within the next four years.

Although the $10 million program is intended to jump-start the teacher pipeline, experts say significantly larger investments may ultimately be needed if the state expects its bilingual education goals to match classroom reality.