December 2025 Research Rundown
By Madie Spartz
For December’s Research Rundown—our curated list of recent, relevant research we think is worth adding to the education equity conversation—we highlight articles on:
- Supply and demand of teachers in Minnesota,
- The effects of immigration enforcement on student outcomes, and
- Solutions to address low math achievement
2025 Supply and Demand of Teachers in Minnesota: A Biennial Report
Minnesota Professional Educator Licensing and Standards Board, November 2025
This report, released every two years by the Professional Educator Licensing and Standards Board (PESLB), provides statistics, data tables, and many other metrics capturing the state of the teacher workforce in Minnesota. Some notable highlights include a small increase in teachers of color overall—now making up 7.5% of the teacher workforce—as well as a disproportionate concentration of teachers of color in Tier 1 and 2 licenses, which are not transferable from district to district and have limits on renewals. Looking beyond teacher diversity, there was an increase statewide in the number of teachers holding Tier 1, 2, and out-of-field permission licenses, particularly in the areas of special education, career and technical education (CTE), and language positions, which have been persistently difficult to fill in Minnesota.
Another notable finding is that for the first time, PELSB reported on unfilled positions across the state. This is critical data that allows leaders to understand the most pressing gaps in the teacher workforce. Districts reported unfilled positions or cancelled classes across 25 subject areas, with the most common being special education, related services (such as social work or paraprofessionals), science, CTE, and math. A final notable finding is that nearly one-third of Minnesota teachers leave the profession within the first five years of teaching, which exacerbates demand pressures and reveals a lack of career sustainability for many new teachers.
Why This Matters in Minnesota
Detailed data on the teacher workforce is one of the most important tools in crafting effective education policy. It allows lawmakers to identify the most salient problems facing the teaching profession and develop tailored solutions specific to Minnesota’s needs. It also helps policymakers understand the impacts of previous legislation. For example, school districts reported that the internal recruitment tool most commonly used and highest-rated for effectiveness is the Tier 2 to Tier 3 pathway, with two-thirds of Minnesota districts using it to bolster their teacher workforce. However, the legislature significantly pared back this pathway in 2023. Lawmakers can and should use this report, and the many public data tools we have, to continuously analyze the effectiveness of their policy decisions and make responsive changes when necessary.
The Effects of Immigration Enforcement on Student Outcomes in a New Era of Immigration Policy in the United States
Annenberg Institute at Brown University, November 2025
This study is the first to analyze the relationship between increased immigration enforcement and student academic outcomes. Prior research has shown negative effects of immigration enforcement on student attendance and mental health, but academic outcomes have gone largely unstudied. Because Florida tests students 3 times a year, the authors were able to compare test scores from the period immediately before the increased immigration enforcement activity to test scores in the months after. Using data from a large urban school district in Florida, the authors found that both U.S.-born and foreign-born Spanish-speaking students had lower test scores after large-scale immigration enforcement was conducted in their communities. The effects were larger for students in middle and high school, as well as students who had lower test scores to begin with.
In addition to the top-level findings, the authors also found that Hispanic and Spanish-speaking students had reduced disciplinary infractions at school after the period of high immigration enforcement. The authors hypothesized that this could be due to changes in student behavior (students who fear immigration action may try to avoid getting in trouble at school) or changes in teacher perception (school staff may be more lenient towards students who are perceived as at-risk for immigration enforcement).
Why This Matters in Minnesota
Like the community in Florida from the study and many other communities nationwide, the Trump administration has identified Minnesota as a target for increased Immigration and Customs Enforcement (ICE) presence and engagement. Most recently, the President has publicly disparaged Minnesota’s Somali community and ordered an ICE operation specifically aimed at Somalis in the Twin Cities. The findings from this study suggest that Minnesota students from immigrant communities, whether they are U.S.-born or not, are at risk of falling behind academically as a result of ICE activity in their communities. While state lawmakers don’t dictate federal policy, it’s important Minnesota legislators understand all of the factors that influence students’ performance and wellbeing at school.
How We Solve America’s Math Crisis: A Systemwide Approach to Evidence-Based Math Learning
Bellwether and K12 Coalition, November 2025
This report provides a research-based overview of the steps necessary to address persistently low math achievement among American students. The authors identify three core components of high-quality math instruction to build proficiency, and outline detailed strategies within each component for both teachers and instructional leaders. The report also highlights barriers to math proficiency and provides real-world examples of strong math instruction and curriculum.
The first component of high-quality math instruction is “build educator and student math identity and shared belief that math is doable.” Examples of this include normalizing making mistakes, showing how math is relevant to students’ lives and futures, and investing in professional learning to strengthen teachers’ content knowledge. The second component is to balance conceptual understanding and procedural fluency while creating opportunities for real-world application. Strategies include emphasizing why a problem-solving method works, rather than simply memorizing steps. (You might know how to “carry the one” in addition problems, but can you explain why that leads to the correct answer?) The final component is “ensure that learning progresses logically and cumulatively.” This can look like teaching curriculum with fidelity and using data-informed decision making, like formative assessment, to identify learning gaps, and ensuring curriculum and instructional materials are well-aligned.
Why This Matters in Minnesota
Math scores for Minnesota students dipped post-COVID and have remained mostly stagnant since. Less than half of Minnesota students met or exceeded math standards on the 2024 MCA, and that even low number masks stark disparities: just 22% of Black students and 27% of low-income students demonstrated proficiency. While similarly low reading scores sparked the passage of the Read Act in 2023, math has not yet received the same legislative and public focus. Lawmakers should take the same level of urgency and gusto for problem-solving to Minnesota’s math crisis. Without a meaningful analysis of the problem and strong commitment to effective solution, Minnesota students risk falling further behind in math.