Teacher Preparation for English Learners and Bilingual Education in California Schools

This paper examines how California prepares, develops, and supports teachers of English Learners (ELs). Using school-level data from the 2024-25 academic year, I analyze the relationship between school EL concentration and teacher preparedness indicators, including credentials, experience, and whether teachers teach outside their credential area. I find that schools serving higher proportions of ELs—particularly Long-Term English Learners (LTELs)—systematically have less well-prepared teaching staff. Specifically, high-LTEL schools have more out-of-field teachers, fewer fully credentialed and experienced teachers, and more teachers rated ineffective. Additionally, I document significant geographic inequities in access to bilingual teacher preparation programs, with "preparation deserts" overlapping areas of high EL concentration. These findings reveal a significant equity concern: students who most need specialized instruction receive teachers who appear, at least on paper, less equipped to provide it. A significant number of these students live in areas that are not easily accessible to teachers seeking bilingual authorizations or to DLI programs looking to expand. Policy implications are discussed.