The Education System in Israel 2020–2024: A Conservative System in a Dynamic Reality

This chapter examines the state of the education system in Israel in light of recent events — the plan for judicial reform, the current war, and, to a great extent, the Covid-19 pandemic. The head of the Taub Center’s Education Policy Program, Nachum Blass, explores how these factors have impacted the education budget and student academic and educational achievements. He also examines the state of the teaching workforce in terms of absenteeism, substitute teaching, and teacher turnover. According to him, the findings weaken the claim regarding a shortage of teachers.

Hundreds of thousands of students have a parent called up for reserve duty, and tens of thousands have been evacuated from their homes 
Data recently obtained by the Taub Center reveals that since the outbreak of the war, nearly 38,000 students across all levels of education — from preschool to high school — have been evacuated from their homes. About one-third of them are from the North, while two-thirds are from Southern communities. Moreover, as of September 2024, approximately 300,000 students have a parent who served in the reserves. According to the study’s author, this situation significantly affects their ability to learn and develop in a healthy manner.

A slight increase in dropout rates in high school
The research presents high school dropout rates by grade level and population group. Over the past decade, dropout rates have generally declined across all groups and grade levels. However, between 2022 and 2023, a slight increase was observed. In Hebrew education, the highest dropout rates were in 11th grade, while in Arab education, they were in 9th grade. Dropout trends in the State-religious and secular education systems are relatively similar, with most dropouts occurring between 9th and 11th grades. In contrast, in Haredi (ultra-Orthodox) education, dropout rates are particularly high in 11th grade due to the transition to higher yeshivas.

Absences, turnover, and the myth of a teacher shortage 
In this section of the chapter, written jointly with Dr. David Maagan from the Central Bureau of Statistics, the researchers examined the state of the workforce in the education system, focusing on teacher absenteeism, substitute teaching, and turnover. They found that in the past two years, the rate of teacher absences has doubled compared to the previous eight years. The research shows that absence rates are lower among male teachers (likely because women are typically the ones who stay home when children are sick), and that absence rates are lower among teachers in high schools.

An analysis of the relationship between teacher absences and student academic achievements reveals that schools with above-average teacher absence rates have lower academic performance than schools with below-average absence rates.

The study also took an in-depth look at teacher mobility (leaving the system and transfers between schools) and found several interesting findings:

• High school teachers have the highest rates of leaving the system.
• The rates of leaving and transferring schools in Arab and Haredi education are significantly lower than in Hebrew State and State-religious education, which may reflect the importance of income stability in these sectors, which are socioeconomically weaker.
• Young teachers are more likely to leave the profession than older teachers.
• Rates of leaving and transferring schools were higher in communities belonging to higher socioeconomic clusters.
• Teacher turnover rates are much higher than system exit rates. While the average exit rate was between 4% and 5% in 2023, 25% of teachers joined schools they hadn’t taught in the previous year, and 20% left schools but did not leave the system.
• About 40% of schools have turnover rates below 15%, while 16% of schools have turnover rates above 35%. In schools with high turnover, the sense of a teacher shortage is likely more acute.
• In Hebrew State, State-religious, and Haredi education, the percentage of schools with turnover rates exceeding 35% was 17%, compared to just 4.5% in Arab education. Conversely, the percentage of schools with turnover rates below 15% was 12% in Hebrew State and State-religious education, 58% in Arab education, and 45% in Haredi education. Possible reasons for the lower turnover rates in Arab and Haredi education include a greater fear of losing jobs, lower internal migration rates, and less frequent use of long maternity or sabbatical leaves in these communities.
• Among teachers, the rate of entering the system is generally higher than the rate of leaving it.

Frequent changes in the education budget over the past five years 
When examining the budget, it is important to consider its three forms: the original budget, which is the budget approved by the Knesset at the start of the year; the approved budget with its amendments, which includes all changes made to the original budget during the year and approved by the Knesset Finance Committee; and the executed budget. The research shows that in the past five years, the original budget increased by more than 37%, the amended budget by 32%, and the executed budget by 34%.

A key question often raised regarding the education budget is whether its distribution is transparent and equitable across the system. From data from the Ministry of Education and the Central Bureau of Statistics on average spending per student and average class size, it appears that the State-religious education system is prioritized over other parts of the system. However, previous studies by the Taub Center on spending per student across educational stages reveal a more complex picture. While students in State-religious education do indeed receive higher funding, almost all allocations are based on transparent budgeting formulas reflecting educational needs. In any case, in recent years, funding gaps between different parts of the system have been narrowing.

Among the areas that have seen significant budget increases in recent years are special education and primary and middle school education. The former increase is due to weaker controls over transitions from general education to special education frameworks, and the latter due to new labor agreements with teachers’ unions. In contrast, other areas, such as teacher administration and headquarters units, have seen significant decreases. Another major change in the budget is the increase in reserve budgets, which include government coalition funds.

Nachum Blass, the researcher leading the study, stated: “This year, we dedicated a significant portion of the chapter to the issue of a teacher shortage. The findings show that if such a shortage exists, it is likely only localized, affecting specific subjects and schools. Overall, there are enough teachers who are willing and ready to work. Therefore, what is required is a more efficient use of the teacher pool available to the system.  Beyond that, in light of the deepening polarization in Israeli society, one of the most important tasks facing the education system today is to identify and strengthen unifying elements and instill in students values of solidarity, tolerance, critical thinking, and identification with the fundamental values of the State of Israel as reflected in the State Education Law and the Declaration of Independence.”