EDUCATOR WORKFORCE

Maine’s educators – from early childhood through adulthood – are “the workforce behind the workforce” in many different ways. Every day, teachers cultivate our next generation of citizens, workers, and community leaders. They not only build lifelong knowledge, skills, and relationships, but teachers also provide a critical source of care so that young people’s caregivers can participate in the labor force.

This section provides information on Maine educators specifically: who they are, how many they are, and what they bring to the field. The emphasis here is on public pre-K to grade 12 educators, as they represent the largest educator workforce in the state. Maine also has about 7,500 early childhood educators working with children between birth and five years old, whose contributions are just as vital and yet frequently overlooked. While requirements for educator positions vary depending on the sector and the role, all educators in Maine play a critical role in cultivating our communities.

MAINE HAS OVER 16,000 PRE-K – GRADE 12 EDUCATORS.

Teachers and other professionals who work in schools are the backbone of Maine communities. Educators live in every corner of the state. This figure includes 423 career and technical educators as of Fall 2024. Maine also has 7,500 early childhood educators and 650 adult educators.

The average annual salary of a preK-12 educator in Maine is just over $66,000.

This is the lowest of the New England states, and also 21% lower than occupations in Maine with similar education requirements (Bachelor’s degree).

Maine teacher salaries are the lowest in New England.

Maine teacher salaries are not competitive with neighboring states. The average annual teacher salary in Maine ranks 30th in the nation.

Massachusetts - $92,000

Connecticut - $87,000

Rhode Island - $82,000

Vermont - $70,000

New Hampshire - $67,000

Maine* - $63,000

*Source: National Education Association, Educator Pay Data 2025 (data based on 2023-24 school year).

Starting teacher salaries are not competitive with other occupations requiring a bachelor’s degree.

Further, nearly half of Maine teachers hold master’s degrees or higher, yet the average teacher salary statewide is only $66,000.

Avg. Starting Teacher Salary - $42,000

Avg. Teacher Salary (all) - $66,000

Source: Maine Department of Education Data Warehouse and data request.

45% Teachers with Master’
55% Other

The average Maine PreK-Grade 12 educator is 44 years old.

Maine was one of the five states with the lowest percentage of teachers in their 20s. Scroll over the bars below to see the percent of teachers in each age band.

Maine educators have an average of 14 years of experience.

Nearly a third of Maine educators have been in the teaching workforce for over 20 years. While experience is helpful, this also signifies that Maine is facing a wave of future retirements without a robust pipeline of teachers to replace those retiring.

Maine has 15 educator preparation programs statewide.

Maine does not currently have degree-granting alternative programs; all are based at traditional institutions of higher education. The data below are for school year 2022-23 (the most recent available).

Women make up 4 out of 5 of education preparation program graduates.

The prior year, women represented 78% of graduates of educator preparation programs. Many factors contribute to an overwhelming female-oriented demographic, including historic perceptions of teaching as a woman’s profession.

Nearly 3 in 4 of Maine’s education preparation program graduates are white.

The prior year, 92% of EPP graduates were white. Maine is making progress in diversifying its educator workforce, which means more children will have exposure to and relationships with adults with a broad range of racial, ethnic, and cultural backgrounds that better reflect the diversity of the students they serve.

Enrollment in educator prep programs is starting to rebound.

The 2022-23 school year saw a marked uptick in the number of individuals enrolling in (+31%) and graduating from (+19%) educator preparation programs compared to the year before. Maine still needs to graduate a few hundred more teachers each year to reach levels from a decade ago.

ADVERSE CHILDHOOD EXPERIENCES (*Data only available for High School)

Adverse Childhood Experiences (ACEs) refer to potentially traumatic events before the age of 18, such as family loss, violence, divorce, or substance abuse, which can profoundly impact a person’s health, well-being, education, and career outcomes. The implications of ACEs are long-lasting and can cast shadows on a person’s life into adulthood. By understanding the significance of ACEs, we can work collaboratively to prevent and address them, creating nurturing environments that promote resilience and support for children and their communities.

More than 1 in 4 Maine high school students have experienced four or more Adverse Childhood Experiences.

The number of Maine children experiencing multiple Adverse Childhood Experiences (ACEs) is increasing. Over 1 in 4 high school students (27%) reported 4 or more ACEs in 2023, compared to 1 in 4 (25%) in 2021 and 1 in 5 (21%) in 2019.

% of students reporting 4+ ACEs (High School)

27%

Source: Maine Integrated Youth Health Survey (2023).

Girls are far more likely to have experienced 4+ ACEs than boys.

1 in 3 high school girls and 1 in 5 high school boys report having experienced 4 or more Adverse Childhood Experiences. These rates are increasing over time.

% experiencing 4+ Adverse Childhood Experiences by Gender

Girls - 33%

Boys - 20%

Source: Maine Integrated Youth Health Survey (2023)

Asian youth are least likely to report experiencing 4 or more ACEs.

Students from varied racial and ethnic backgrounds may face unique stressors due to systemic factors. Rates are increasing for all groups except students of Asian descent.

% experiencing 4+ Adverse Childhood Experiences by Race/Ethnicity

American Indian/AN* - 43%

Multiple Races - 41%

Hispanic - 38%

Native Hawaiian/OPI* - 36%

White - 26%

Black/AA* - 22%

Asian - 15%

*AN = Alaska Native; AA = African American; OPI = Other Pacific Islander.

Source: Maine Integrated Youth Health Survey (2023)

MATTERING

When students feel like they matter to their community, they are more likely to be socially connected and experience positive mental health and a sense of wellbeing. Cultivating a strong sense of mattering and community connectedness is a positive factor that can improve child outcomes in a variety of areas, including in school. The percentages below refer to students agreeing with the statement, “Do you agree or disagree that in your community you feel like you matter to people?”

Only half of Maine high school students report feeling like they matter in their community.

The percentages of both middle and high school students reporting that they feel as though they matter to their community has been decreasing over time.

% of students feeling that they matter (Middle School)

54%

Source: Maine Integrated Youth Health Survey (2023).

% of students feeling that they matter (High School)

50%

Source: Maine Integrated Youth Health Survey (2023).

Boys report feeling like they matter in their community more than girls.

Over half of boys report feeling like they matter, though these feelings for both boys and girls have been declining over time. Boys and girls alike feel as though they matter less once they get to high school.

% of students feeling that they matter by Gender (Middle School)

Boys - 61%

Girls - 47%

% of students feeling that they matter by Gender (High School)

Boys - 53%

Girls - 40%

Source: Maine Integrated Youth Health Survey (2023)

White students report feeling like they matter in their community at higher rates than students of other racial/ethnic groups in both middle and high school.

All Maine students need to know that they matter to their community. There are clear gaps in feelings of mattering by race/ethnicity, with diverse students experiencing higher rates of feeling like they don’t matter.

% of students feeling that they matter by Race/Ethnicity (Middle School)

White - 55%

Black/AA* - 48%

Asian - 47%

Multiple Races - 47%

American Indian/AN* - 44%

Native Hawaiian/OPI* - 42%

Hispanic - 42%

*AN = Alaska Native; AA = African American; OPI = Other Pacific Islander.

Source: Maine Integrated Youth Health Survey (2023)

% of students feeling that they matter by Race/Ethnicity (High School)

White - 50%

Asian - 46%

Black/AA - 45%

Multiple Races - 43%

Hispanic - 43%

Native Hawaiian/OPI* - 42%

American Indian/AN* - 40%

*AN = Alaska Native; AA = African American; OPI = Other Pacific Islander.

Source: Maine Integrated Youth Health Survey (2023)

LGBTQ+ students report low levels of mattering to their community

LGBTQ+ students report the lowest levels of mattering compared to all subgroups. They are also the most likely to report feeling sad and hopeless for two weeks or more. (Note: data only available at the high school level)

Heterosexual - 55%

Questioning - 39%

Gay/Lesbian - 36%

Bisexual - 36%

Described sexual orientation another way - 33%

Transgender - 26%

Source: Maine Integrated Youth Health Survey (2023)

ATTAINMENT

Maine is continuing to explore and develop effective ways to measure college and career readiness within the education system. Standardized test scores have often been used as the primary measurement. In recent years, due to the COVID-19 pandemic as well as changes in assessment practice, standardized test data has not been readily available.

While assessments are important—after all, Maine needs to know what students know and can do in order to provide meaningful and equitable support for all learners and school environments—they are only one piece of the overall puzzle when we examine education outcomes. For now, this section focuses on attainment: how many Maine students ultimately attain a high school diploma?

HIGH SCHOOL GRADUATION

How many Maine high school students graduate within four years?

High school graduation is a pivotal achievement with far-reaching benefits. Graduation demonstrates attainment of essential knowledge and life skills and also enhances individuals’ employability, access to higher education, and overall contribution to society.

The data in this section reflects the four-year high school graduation rates for the graduating class of 2023. It’s important to note that certain student populations are less likely to complete high school within the traditional four-year timeframe. However, with adequate time and support, many of these students can successfully graduate within a six-year period.

Multilingual learners graduate from high school at a lower rate than their peers.

The graduation gap by language learner status is 16 points.

High school graduation rate by Language Learner Status

Non-multilingual learners - 87%

Multilingual learners - 71%

Source: Maine Department of Education Data Warehouse

Students without a special education designation graduate from high school at a higher rate than special education students.

The graduation gap by special education status is 16 points.

High school graduation rate by Student Disability Status

Not a Special Education student - 90%

Special Education student - 74%

Source: Maine Department of Education Data Warehouse

PATHWAYS

Diverse learning pathways accommodate different learning styles, interests, and goals, ensuring that every student has an opportunity to excel and reach their full potential within a comprehensive education system. Career and Technical Education is an example of an educational pathway that promotes meaningful learning opportunities and equips students with the tools they need to navigate their journeys through education and career.

CAREER AND TECHNICAL EDUCATION

Maine’s career and technical education centers offer hands-on education that prepares students for college and career. Breaking down barriers to accessing CTE courses will increase the number of students participating in this educational pathway and increase the number of students who graduate with a credential of value for the workforce.

27

The number of career and technical education centers in Maine.

88

The number of programs offered across all Maine CTE schools. Examples include Culinary Arts, Early Childhood Education, Graphic Design, and Plumbing & Heating.

10,012

The number of Maine students enrolled in CTE programs during the 2023-24 school year.

CTE enrollments are increasing across Maine

Career and Technical Education programs provide valuable hands-on, in-demand skills training for a variety of careers across Maine. Enrollments in CTE programs have been growing in recent years, and Maine recently began piloting middle school CTE programming that has grown from 14 schools and 2,053 students in 2019-20 to 21 schools and 4,436 students in 2021-22. While there was no funding for 2022-23, there are grants for middle school CTE in 2023-24. Data will be available at the end of the school year.

As of 2024, there are 21 CTEs serving 121 middle schools across the state.

Source: Maine Department of Education

ENGAGEMENT

Students need to be fully engaged in their educational communities in order to learn. Engagement in K-12 education is currently measured at the most basic level by tracking attendance rates. Chronic absence is defined as missing 10% or more of the school year.

States across the nation have seen tremendous increases in chronic absence rates as the COVID-19 pandemic shifted expectations around where and how formal education took place. Many schools are now faced with attendance challenges due to varied reasons, such as shifting behaviors and attitudes about the importance of attendance; transportation challenges (such as bus driver shortages); and mental health challenges among students.

Chronic absenteeism is beginning to decline after a rapid rise during the pandemic. Over 1 in 4 students was chronically absent during the 2022-2023 school year.

% of students chronically absent by School Level

Elementary - 17%

MS/HS - 11%

(MS/HS = middle school, high school.)

% of students chronically absent by Student Economic Status

ED - 14%

Non-ED - 13%

(ED = economically disadvantaged. Non-ED = non-economically disadvantaged.)

Source: Maine Department of Education Data Warehouse.

LEARN MORE

Data & Reports

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Additional Resources

Educate Maine Policy Briefs

In addition to the annual Education Indicators Report, Educate Maine publishes occasional policy briefs that touch on important issues related to education and workforce development in Maine. Recent briefs explore higher education, student assessment, and education funding. You can read all briefs here.