Yet, survey after survey finds that people who choose teaching careers are enthusiastic about their work. Career satisfaction among teachers—and especially new teachers—is very high. In a recent national poll, 96 percent of young teachers said that they loved their jobs and 80 percent said that, if they had to start their careers over, they would still choose teaching. For these teachers, the profession has provided unparalleled personal, emotional and intellectual rewards. This new generation of teachers views teaching as a lifelong mission and is nearly unanimous in saying that teaching is the work that they were born to do.

Last year, the not-for-profit research organization Public Agenda attempted to find out what new teachers think of their profession and to compare the career satisfaction of these teachers with that of college graduates who chose different careers. Its report, A Sense of Calling, summarized the key difference between teachers and many people who made other career choices, saying, "their passion for teaching is striking; it is palpable…and a valuable asset that money can't buy."

The reasons for this passion are many. Most teachers surveyed said that the teaching "involves doing work that they love to do." Most also agree that teaching, "gives a sense of being appreciated and respected." Job security and opportunities for advancement were cited, as well, and most teachers feel that teaching enables them to spend time with their families and enjoy a fine quality of life.

The number one reason for the passion that these teachers share, however, is that teaching enables them to make a positive difference in the lives of young people. No less than 97 percent of teachers surveyed feel that the ability to "contribute to society and help others" makes teaching a very rewarding profession. At a time when many Americans are reassessing the meaning of work in their lives and seeking to develop careers that help to better the world, teaching provides unique opportunities for personal development and public service.

The nation urgently needs new teachers.

There are 53.1 million young people enrolled in American elementary and secondary schools—more than at any time in history. This number is expected to reach nearly 53.5 million within the next five years.

Unfortunately, the explosive growth in student enrollment has not been matched by increases in the number of teachers. There are only 3.3 million teachers in American schools—100,000 less than in 1998. Teacher shortages are particularly acute in Texas, California, Florida and Nevada and in most urban school districts. There are also tremendous teacher shortages in the nation's private and parochial schools, which had record student enrollments this year. The national teacher shortage is expected to increase in the next few years, as more than a million baby boomers who began teaching in the sixties and seventies retire.

As the population of students continues to expand, schools and school districts find themselves under increased pressure to prepare these students to meet tough state and national academic standards. The result is that competent teachers are in great demand. According to the National Center for Education Statistics, the nation's public schools will have to hire more than 2 million new teachers over the next decade, and the nation's private and parochial schools will have to hire 525,000 new teachers.

While teachers of all content areas are in demand, there are several content areas that are especially hard hit by the teacher shortage. A study released last year by the Council of Great City Schools, Recruiting New Teachers, Inc. and the Council of Great City Colleges of Education identified several of these areas, including:

• Science—Ninety-eight percent of urban school districts see an immediate demand for science teachers. Currently, one in every five American science teachers lacks state certification in the subject.

• Special Education—Ninety-seven percent of urban districts see an immediate need for special education teachers.

• Mathematics—Ninety-five percent of urban districts see an immediate need for mathematics teachers. Currently, fewer than half of all teachers in the U.S. who teach math have a major or minor in math, and 28 percent lack state certification in their field.

There are tremendous opportunities for African Americans to enter the teaching profession. The number of African-American and other minority elementary and secondary students is increasing at a faster pace than that of non-minorities, while the number of African-American teachers has declined. Children of color represent 40 percent of the student population in American schools. Yet, African Americans and other minorities comprise less than 14 percent of the nation's teaching force. This imbalance has dramatically increased the demand for qualified African-American teachers. According to Recruiting New Teachers, Inc., more than two-thirds of urban districts are actively seeking to hire new African-American teachers.

New African-American teachers are needed to enhance the educational experiences of students of all races. Research supports the idea that African Americans and whites, who are exposed at early ages to African Americans as experts and authority figures, are less likely to discriminate or hold unfavorable opinions of cultural minority groups. New African-American teachers will help to shape the worldviews of all of their students and, by so doing, will promote cultural understanding among students and improve future race relations in the nation.

New African-American teachers will also play an especially critical role in improving the educational experiences and outcomes of African-American students. There is a significant "achievement gap" between African-American and white students at all grade levels and across income and class lines. This achievement gap is especially glaring in reading and mathematics. Recent research conducted by Thomas Dee of the National Bureau of Economic Research suggests that students perform better on reading and math assessments when they have been taught by teachers of their own race. This is perhaps because teachers are effective role models to students who share their background and culture. Since the percentage of African-American students in American schools is far greater than the percentage of African-American teachers, most African- American students are now unlikely to be taught by persons from their race. Every African American who enters the teaching profession, then, will be in a position to positively impact African-American students and reduce the achievement gap. As stated by Dr. Rudy Crew, director of the Institute for K-12 Leadership at University of Washington, and former chancellor of the New York City Public Schools, "There is no greater public service than having a hand in closing the achievement gap and guiding minority and traditionally underserved students to their full potential."

In today's slowing economy, choosing a career in teaching can be financially appealing as well. Although starting salaries are generally low, teachers who remain in the profession over time and continue to improve their academic credentials can earn reasonably high salaries. The average salary for America's teachers in 1999-2000 was $41,863—highest in Connecticut ($52,410) and New York ($51,020) and lowest in South Dakota ($29,072 ) and Oklahoma ($29,525 ). The average starting salary for America's teachers in 1999-2000 was $26,669. The highest starting salaries were found in Alaska ($33,676), followed by California ($32,190), New York ($31,910), Delaware ($30,945) and Washington, D.C. ($30,850). The lowest starting salaries were found in Puerto Rico ($18,700), followed by North Dakota ($20,422), Idaho ($20,915), Montana ($20,969), South Dakota ($21,889) and Arkansas ($22,599). With seniority and advanced post-graduate education, however, teaching salaries increase. In the nation's top 100 school districts, the average maximum salary for senior teachers with master's degrees is $49,264. In some districts—especially in the Northeast—teachers can earn considerably more. In Yonkers (NY), for instance, senior teachers with master's degrees can earn $74,951, and senior teachers with master's degrees in Jersey City (NJ) can earn $73,500. In some Westchester County (NY) school districts, senior teachers with doctorates can earn more than $100,000.

To help recruit and retain teachers, many districts have developed innovative bonus and incentive programs. Among the more interesting—and successful—are:

• Signing bonuses and related incentives: Many districts are providing financial incentives to new teachers—especially teachers who specialize in mathematics, science, special education or other high-need areas. California and Maryland provide teachers with tax credits, and many school districts offer new hires "signing bonuses." The Johnstown County School District in North Carolina offers signing bonuses of up to $3,000 and a coupon booklet offering new teachers discounts at local stores and reduced-price newspaper subscriptions.

• Mortgages and other housing assistance: Districts like Los Angeles help teachers get home loans, find real estate agents, and generally figure out the homeownership process through the Los Angeles Teachers Mortgage Assistance Program. In the high-priced Silicon Valley, corporations have pitched in to provide low-interest loans -- and in some cases grants -- for mortgages or down payments on houses. In addition, some Silicon Valley districts are building apartments that will be rented to young teachers for 50 percent below market value.

• Tough assignment incentives: In California, teachers working in low-performing schools may qualify for $20,000 bonuses, college loan reductions, and home loans. In New York City, certified teachers who transfer to critical-need schools increase their workdays by 40 minutes but receive 15 percent raises.

• College tuition: In Mississippi, legislators enacted the Mississippi Teacher Shortage Act of 1998, which pays up to four years of tuition, room, board, and other expenses for undergraduate education majors at any public college or university in the state. Those funded for four years agree to teach for at least three years in a critical shortage area after graduation. New York and several other states are also considering subsidizing tuition for undergraduates pledging to teach in critical-need public schools.

Beyond salary and financial incentives, however, it is the relative security of teaching that appeals to many new teachers. In light of the recent softening of our economy's private sector—and the alarming number of layoffs and business closings in formerly flourishing industries—teaching offers career stability not found in many other professions. Indeed, nearly 60 percent of new teachers surveyed felt that job security is one of the primary benefits of teaching. The huge demand for qualified teachers ensures job stability for competent and hardworking professional teachers.

For African Americans contemplating a career in teaching, there is one more thing to consider. You can help to change the world.

The entire education field is in a state of transition. Great educational policy debates are now being waged in local, state and national forums, and the results of these debates will have tremendous consequences for our children, our families and our future. The issues are complex and often controversial. In the next few years, the nation's schools must adapt their curricula to meet new state standards and to prepare students for high-stakes assessments. They must learn to integrate technology and evolving research on teaching and learning into their classrooms to improve the academic performance of their students. They must adapt their teaching practices to address the needs of increasingly multicultural student populations in order to close the achievement gap and ensure that all students can reach their potential.

At the same time, the nation must make tough choices about the way that public investment in education could change in today's belt-tightening economy. As federal and state legislators argue over budget cuts and new spending priorities, many educational programs will be changed and some may be eliminated. The decisions that are made about these programs are critical, and it is incumbent upon all educators to advocate on behalf of our schools and our children.

The voices of new African-American teachers must be heard loudly and clearly in these great debates. New African-American teachers must become leaders in the educational community. At the school and district level, the active participation and input of new African-American teachers will ensure that curricula, assessments and policies regarding parent involvement and student discipline are designed and implemented fairly and equitably. At the state and national level, new African-American teachers can participate in professional associations and advocacy organizations to help shape educational policy.

In the recently published book, Choosing Excellence, journalist John Merrow distinguishes "excellent" teachers from those that are merely "good enough." After 25 years as an education reporter, Merrow presents the following description of teaching excellence:

"Excellent teachers know their subject matter and they know how young minds work. Excellent teachers care deeply whether their students are engaged in learning, and about their academic progress. Excellent teachers know about 'learning styles,' that is, they are aware that not all children learn the same way…Excellent teachers know their children by name."

To all young African Americans embarking on a career in teaching, I hope that you will pledge to be excellent. I hope that you will find joy in helping to shape young minds. I hope that teaching will be your passion.