Nevada Schools See Surge in Inexperienced Teachers Amid Pay Boost

Nevada is experiencing a shift in its educational landscape as public schools report an increase in teachers with less than three years of experience and those teaching subjects outside their licensing. This trend coincides with a modest rise in the percentage of teachers rated as “highly effective” according to new data from the Nevada Department of Education.

The changes in teacher demographics come on the heels of a substantial pay increase for educators, which was implemented as part of the 2023 legislative session. The increase, reaching up to 20 percent, has resulted in improved teacher retention rates and a decrease in vacancies across school districts. School district officials indicated that the influx of inexperienced teachers was anticipated due to longstanding vacancy trends, where open positions are often filled by new hires or educators without the appropriate subject licenses.

In the 2023-2024 school year, approximately 6 percent of teachers in Nevada public schools were classified as inexperienced, defined as having less than three full years of licensed experience. This figure rose sharply to 10 percent in the subsequent year. It’s important to note that the state’s data collection method has a cutoff date of October 1, meaning teachers hired after this date are not counted in the experience totals.

The surge in inexperienced educators is particularly pronounced in charter schools, which reported that about 18 percent of their teaching staff fell into this category last year. This represents a significant increase from the previous year, raising concerns among educational leaders. Melissa Mackedon, Executive Director of the State Public Charter School Authority, explained that many charter schools lost veteran teachers who left for higher-paying positions in other districts, as the recent pay raises did not extend to charter school teachers until a 2025 bill (AB398) was passed to address this disparity.

Both the Clark County School District and Washoe County School District have also seen an uptick in the number of inexperienced teachers, though their rates remain below the statewide average. Clark County managed to reduce its teacher vacancies to fewer than 300 positions out of approximately 18,000 licensed educators. RoAnn Triana, Chief Human Resources Officer for the Clark County School District, attributed this achievement to effective recruitment efforts and the recent salary increases.

Despite the benefits of attracting new talent, the pay raises have led to complications for some veteran teachers. After the new salary schedule was adopted, some experienced educators found their salaries were lower than those of newer teachers with similar qualifications. Nonetheless, Triana reported no significant evidence that this issue has led to a mass exodus of veteran teachers from the district.

To further address compensation concerns, the Clark County Education Association negotiated a contract that allocates $20 million over the next two years for pay adjustments for eligible teachers. Jesse Welsh, Deputy Superintendent of Teaching and Learning, acknowledged that while these steps may not resolve all issues, they aim to ensure experienced teachers receive fair compensation compared to new hires.

In addition to addressing pay, the district is utilizing incentives supported by state funding from the recently passed legislation to attract more teachers, including veterans, to Title I schools. These schools, which serve low-income neighborhoods, have historically faced staffing challenges and higher rates of inexperienced teachers. Triana noted a positive change this year, with principals reporting multiple qualified candidates for interviews, a shift from previous years when filling vacancies was a struggle.

The rise in inexperienced educators has also resulted in an increase in the number of teachers working out-of-field, meaning they are teaching subjects for which they do not have the appropriate licensure. Charter schools have the highest percentage of such teachers, with about 17 percent classified as out-of-field. Mackedon believes that while these figures are concerning, the academic success of many charter schools—over 85 percent achieved three stars or more on the state’s five-star scale—suggests that the presence of out-of-field teachers may not significantly impact student outcomes.

In contrast, the Clark County School District saw its rate of out-of-field teachers more than double in the 2024-2025 school year. Triana and Welsh expressed concerns regarding the state’s methodology for tracking these figures, suggesting it may overstate the district’s challenges. They emphasized that their hiring practices aim to prevent unlicensed teachers from being placed in positions outside their qualifications.

The overall effectiveness of teachers in Nevada is also a point of discussion. Approximately 16 percent of teachers were rated as highly effective in the last school year, a slight increase from the previous year. These ratings are derived from classroom observations as part of the state’s performance framework, though some charter schools are not required to adopt this system. Critics, including Marianno, have questioned the reliance on principal observations, arguing that it does not adequately reflect teacher performance, particularly when evaluations are based on limited interactions.

As Nevada continues to navigate these changes, the educational outcomes for students will remain a primary focus for policymakers, educators, and families alike. The balance between attracting new talent and ensuring experienced, qualified teachers in every classroom will be crucial for the state’s educational future.