# Philippine Classroom Shortage 2023: Where the Gap Is

DepEd's 2023 classroom shortage of 165,443 rooms is uneven: BARMM has the highest rate per learner, and 78.6% of the unevenness lies within divisions.

This is the Markdown copy of [Philippine Classroom Shortage 2023: Where the Gap Is](https://nash.com.ph/blog/classroom-shortage-philippines-2023), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Oct 28, 2026, updated Nov 4, 2026. Topics: DepEd data, School resources. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

Philippine public schools were short 165,443 classrooms in 2023, at 25,823 of 47,659 schools (54.2%). This is DepEd's 2023 classroom shortage, as published in the EDCOM II classroom construction dashboard, and the backlog that EDCOM II's National Education Plan 2026-2035 starts from. Per learner, the gap is widest in BARMM, at 14.3 classrooms short per 1,000 learners, against 2.9 in Region I and 7.4 nationally. Counted in classrooms, Region IV-A, NCR and Region III hold 41.7% of it.

The gap is concentrated in few schools. Half of it sits in 2,254 schools, 4.7% of all public schools. Measured against where learners are, 78.6% of its uneven spread lies between schools in the same division, not between regions or divisions.

The figures come from the cleaned school-level data behind the dashboard, DepEd's 2023 shortage for each school joined to SY 2024-25 enrollment, and concentration is measured with a Lorenz curve, the Gini coefficient and the Theil index.

## Key findings

- DepEd's 2023 classroom shortage is 165,443 classrooms at 25,823 of 47,659 public schools (54.2%), of which 147,660 are in kindergarten to Grade 10 and 17,783 in senior high school.
- Nationally, the gap is 7.4 classrooms short per 1,000 learners enrolled in SY 2024-25, ranging from 14.3 in BARMM to 2.9 in Region I, a ratio of 5.0 to 1.
- Region IV-A (31,010 classrooms), NCR (24,866) and Region III (13,119) hold 41.7% of the national shortage, and the ten divisions with the largest shortages hold 23.6%.
- Half of the shortage is in 2,254 schools (4.7% of all schools), the 10% of schools with the largest shortages hold 66.0%, and the Gini coefficient across schools is 0.80.
- Of the Theil index of the shortage relative to learners, 78.6% lies between schools in the same division, 9.3% between divisions in the same region and 12.1% between regions.
- Purely junior high schools have the highest rate of any curricular offering, 12.6 classrooms short per 1,000 learners, and urban schools hold 60.2% of the shortage although rural schools far outnumber them.

## What DepEd's classroom shortage counts

DepEd computes the shortage school by school. The 2023 table gives each school a shortage for kindergarten to Grade 10 (K to 10), a shortage for senior high school (SHS) and an excess of K to 10 rooms. The total shortage is the K to 10 shortage plus the SHS shortage: nationally, 147,660 K to 10 classrooms (89.3%) and 17,783 SHS classrooms.

Excess rooms are counted separately and never netted against a shortage. In 2023, 16,396 schools had more K to 10 rooms than they needed, 53,161 rooms in all, but a spare room in one school cannot seat learners in another. No school has both a K to 10 shortage and a K to 10 excess.

The shortage can be fractional. When K to 10 and SHS classes share a room, DepEd splits the room between the two levels. This happens at 3,097 schools, which is why the exact national total is 165,442.67.

Recommendation 2.1.1 of the [National Education Plan](https://nash.com.ph/blog/national-education-plan-2026-2035) uses the same backlog of 165,443 classrooms and puts the classrooms needed, counting the projected deficit, at 219,000 by 2028. A 23 September 2026 EDCOM II news release reported a newer DepEd backlog of 147,347 classrooms as of September 2025. That figure has no school-level breakdown; the 2023 figures are the latest for each school.

To compare places of different size, the shortage is divided by SY 2024-25 enrollment. Across the 47,524 schools with learners (22,429,992 learners), that gives 7.4 classrooms short per 1,000 learners, or one for every 135.9 learners. Each rate mixes two years; [How the EDCOM Classroom Data Was Cleaned](https://nash.com.ph/blog/edcom-classroom-data-cleaned) explains how the sources were joined.

## Classroom shortage by region and division

Sulu is counted in Region IX. Its schools division [moved from MBHTE-BARMM to DepEd Region IX on 20 October 2026](https://www.deped.gov.ph/2026/10/20/pbbm-angara-inilunsad-ang-yakap-health-caravan-suporta-sa-mga-paaralan-sa-sulu-tiniyak/) ([Daily Tribune](https://tribune.net.ph/2026/10/20/sulu-schools-division-formally-shifts-to-deped-region-ix)), after the sources were compiled, so the dashboard still shows Sulu's 2,173 classrooms of shortage under BARMM.

![Horizontal bar chart of classrooms short in 2023 per 1,000 learners enrolled in SY 2024-25, by region, against a national rate of 7.4. BARMM is highest at 14.3, followed by NCR at 12.2 and Region IV-A at 10.1; Region I is lowest at 2.9.](https://nash.com.ph/blog/_astro/classroom-shortage-per-1000-learners-by-region.Duat7z24_1gixhp.webp)

*Figure 1. Classroom shortage in 2023 per 1,000 learners enrolled in SY 2024-25, by region, with each region's shortage in classrooms. The dashed line is the national rate. Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/deped-data/classroom-shortage-per-1000-learners-by-region.png).*

BARMM has the highest rate, 14.3 classrooms short per 1,000 learners, and the highest share of schools with a shortage, 87.0%. NCR follows at 12.2, with 80.4% of its schools short, then Region IV-A at 10.1. Seven regions are above the national rate. Region I has the lowest rate, 2.9, and the lowest share of schools short, 30.3%; BARMM's rate is 5.0 times Region I's.

Counted in classrooms, the order changes. Region IV-A has the largest shortage, 31,010 classrooms (18.7% of the national total), then NCR with 24,866 (15.0%) and Region III with 13,119 (7.9%), whose rate of 5.5 is below the national rate but whose enrollment is large. NCR's schools are also short by more: its median school with a shortage lacks 26.0 classrooms, against 5.0 in BARMM and Region IV-A and 2.0 to 4.0 in every other region.

| Region      |   Schools |   Schools with a shortage |   Classroom shortage |   Share of national shortage |   Shortage per 1,000 learners |   Median shortage, schools with one |
|:------------|----------:|--------------------------:|---------------------:|-----------------------------:|------------------------------:|------------------------------------:|
| BARMM       |     2,150 |                     87.0% |               11,064 |                         6.7% |                          14.3 |                                 5.0 |
| NCR         |       827 |                     80.4% |               24,866 |                        15.0% |                          12.2 |                                26.0 |
| Region IV-A |     3,552 |                     63.2% |               31,010 |                        18.7% |                          10.1 |                                 5.0 |
| Region X    |     2,521 |                     71.4% |               10,333 |                         6.2% |                           9.1 |                                 3.0 |
| Region IX   |     2,985 |                     60.2% |                8,826 |                         5.3% |                           8.2 |                                 3.0 |
| Region XII  |     2,139 |                     70.7% |                8,281 |                         5.0% |                           8.0 |                                 4.0 |
| Region VII  |     2,782 |                     58.0% |               10,857 |                         6.6% |                           7.8 |                                 3.0 |
| Region XI   |     2,206 |                     58.2% |                8,532 |                         5.2% |                           7.2 |                                 3.0 |
| CAR         |     1,844 |                     48.3% |                2,301 |                         1.4% |                           6.7 |                                 2.0 |
| CARAGA      |     2,096 |                     58.2% |                4,410 |                         2.7% |                           6.4 |                                 2.0 |
| MIMAROPA    |     2,377 |                     52.5% |                4,777 |                         2.9% |                           6.0 |                                 2.0 |
| Region III  |     3,705 |                     49.5% |               13,119 |                         7.9% |                           5.5 |                                 3.0 |
| Region VIII |     4,188 |                     49.6% |                5,990 |                         3.6% |                           5.4 |                                 2.0 |
| Region V    |     3,852 |                     51.5% |                7,415 |                         4.5% |                           4.9 |                                 2.0 |
| NIR         |     2,211 |                     48.8% |                4,579 |                         2.8% |                           4.2 |                                 2.0 |
| Region VI   |     2,829 |                     33.1% |                3,522 |                         2.1% |                           3.5 |                                 2.0 |
| Region II   |     2,535 |                     35.6% |                2,501 |                         1.5% |                           3.2 |                                 2.0 |
| Region I    |     2,860 |                     30.3% |                3,061 |                         1.9% |                           2.9 |                                 2.0 |

Each region has its own report, with its divisions, provinces and cities, the schools with the largest shortages and its SBP 2026 classrooms: for example, [the classroom shortage in Region IV-A](https://nash.com.ph/blog/classroom-shortage-region-4a-calabarzon), [in NCR](https://nash.com.ph/blog/classroom-shortage-ncr) and [in BARMM](https://nash.com.ph/blog/classroom-shortage-barmm). All 18 are listed at the end of this post.

The ten divisions with the largest shortages hold 23.6% of the national total, led by Rizal (5,853 classrooms) and Quezon City (5,507). Six of the ten are in NCR or in the provinces that border it.

| Division       | Region      |   Schools |   Classroom shortage |   Shortage per 1,000 learners |
|:---------------|:------------|----------:|---------------------:|------------------------------:|
| Rizal          | Region IV-A |       302 |                5,853 |                          12.9 |
| Quezon City    | NCR         |       158 |                5,507 |                          13.1 |
| Davao City     | Region XI   |       431 |                4,052 |                          10.9 |
| Caloocan City  | NCR         |        89 |                3,807 |                          14.4 |
| Cebu           | Region VII  |     1,120 |                3,803 |                           7.0 |
| Cavite         | Region IV-A |       328 |                3,695 |                           9.3 |
| Bukidnon       | Region X    |       648 |                3,379 |                          12.0 |
| Bulacan        | Region III  |       510 |                2,996 |                           6.6 |
| North Cotabato | Region XII  |       773 |                2,986 |                          10.7 |
| Laguna         | Region IV-A |       344 |                2,905 |                          13.6 |

Ranked by rate among the 209 divisions with at least 20,000 learners, Tawi-Tawi (BARMM) is highest at 24.2 classrooms short per 1,000 learners, followed by Dinagat Island in CARAGA (22.2) and San Pedro City in Region IV-A (20.4). Four of the ten are city divisions in Region IV-A, and Tawi-Tawi, Basilan and Sulu, the island provinces of the Sulu Archipelago, are all on the list.

| Division       | Region      |   Learners |   Classroom shortage |   Shortage per 1,000 learners |
|:---------------|:------------|-----------:|---------------------:|------------------------------:|
| Tawi-Tawi      | BARMM       |     80,627 |                1,952 |                          24.2 |
| Dinagat Island | CARAGA      |     28,139 |                  624 |                          22.2 |
| San Pedro City | Region IV-A |     51,675 |                1,056 |                          20.4 |
| Basilan        | BARMM       |     56,136 |                  970 |                          17.3 |
| Las Piñas City | NCR         |     90,254 |                1,469 |                          16.3 |
| Malabon City   | NCR         |     68,507 |                1,105 |                          16.1 |
| Tayabas City   | Region IV-A |     21,246 |                  346 |                          15.7 |
| Sulu           | Region IX   |    142,541 |                2,173 |                          15.2 |
| Antipolo City  | Region IV-A |    176,473 |                2,663 |                          15.1 |
| Imus City      | Region IV-A |     73,799 |                1,108 |                          15.0 |

## How concentrated the classroom shortage is across schools

Most schools with a shortage are short by a few rooms. Among the 25,823 schools with one, half are short by 3.0 classrooms or fewer (the median), about one in ten by 13.0 or more, and about one in a hundred by 65.0 or more. 6,868 schools are short by one classroom or less. The largest shortage, 319 classrooms, is at Batasan Hills National HS in Quezon City, NCR.

The large shortages carry most of the total. The 3,758 schools short by 10 or more classrooms hold 60.8% of it. Ranking all 47,659 schools, the top 1% (477 schools) hold 22.6% of the shortage, the top 5% (2,383 schools) hold 51.2% and the top 10% (4,766 schools) hold 66.0%. Half of the national shortage sits in 2,254 schools, 4.7% of all public schools.

A Lorenz curve shows this (Lorenz, 1905). Line the schools up from the smallest shortage to the largest and plot the share of schools passed against the share of the shortage they hold. An equal shortage everywhere would follow the diagonal; the further the curve sags below it, the more the shortage sits in a few schools.

![Lorenz curve of the 2023 classroom shortage across 47,659 public schools. The curve runs flat along the bottom through the 21,836 schools with no shortage, then rises steeply near the right edge; the 10% of schools with the largest shortages hold 66.0% of the shortage. Gini coefficient 0.80.](https://nash.com.ph/blog/_astro/classroom-shortage-lorenz-curve.BWgdPJma_HlK8q.webp)

*Figure 2. Lorenz curve of the 2023 classroom shortage across public schools, ordered from no shortage to the largest, against the diagonal of an equal shortage in every school. Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/deped-data/classroom-shortage-lorenz-curve.png).*

The curve stays flat through the 21,836 schools with no shortage, rises slowly through the many short by a room or two, and climbs steeply only at the far right, where the top 10% of schools hold 66.0% of the shortage.

The Gini coefficient sums up the curve in one number (Gini, 1912): twice the area between the diagonal and the curve, 0 if every school had the same shortage and close to 1 if one school had all of it. Across all schools it is 0.80. Part of that comes from the many schools with no shortage, but among the 25,823 schools with one it is still 0.63: even among schools that need rooms, a minority needs most of them. Size also plays a part, since a large school needs more rooms than a small one; the next section compares each school's shortage with its learners.

## Region, division or school: where the uneven spread sits

Imagine the national shortage spread over schools in proportion to their learners, so that every school is short 7.4 classrooms per 1,000 learners. The Theil index measures how far the actual shortage departs from that even spread. For each school, take its share of the national shortage, multiply it by the natural logarithm of that share divided by its share of national learners, and add up over all schools. The index is 0 when every school's share of the shortage equals its share of learners, and grows as the shortage gathers in schools out of proportion to their learners. Formally, this is Theil's T index (Theil, 1967), measured against learners; across the 47,524 schools with learners, it is 0.671.

Unlike the Gini coefficient, the Theil index splits exactly across nested levels. The same sum over the 18 regions gives the part due to differences between regions, 0.081. The sum over the 229 divisions, minus the regional part, gives the part due to differences between divisions in the same region, 0.063. The rest, 0.528, lies between schools in the same division. The three parts add up to the total, so each can be read as a share of it.

![Horizontal bar chart splitting the Theil index of the classroom shortage relative to learners, total 0.671, across three levels: 12.1% between regions, 9.3% between divisions in the same region and 78.6% between schools in the same division.](https://nash.com.ph/blog/_astro/classroom-shortage-theil-by-level.DTSXMiZy_Z1nIKu5.webp)

*Figure 3. Shares of the Theil index of the 2023 classroom shortage relative to SY 2024-25 learners, split between regions, between divisions in the same region and between schools in the same division. Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/deped-data/classroom-shortage-theil-by-level.png).*

78.6% of the uneven spread lies between schools in the same division. Divisions in the same region account for 9.3% and regions for 12.1%. Put another way, if every school had its own division's shortage per learner, the Theil index would fall by 78.6%. The regional gaps in Figure 1 are real, but they are a small part of the whole: most of the difference is between schools under the same division office.

The CRLA series found the same for reading: [CRLA Variation: School, Division or Region?](https://nash.com.ph/blog/crla-school-division-region-variation) shows that most of the variation between schools in the share of struggling readers also lies between schools in the same division. The measures differ (a split of variance on the log-odds scale there, of the Theil index here), so the shares should not be compared number for number, but the lesson is the same: a division's average hides most of the differences among its schools.

## Classroom shortage by curricular offering and urban or rural location

| Curricular offering    |   Schools |   Schools with a shortage |   Classroom shortage |   Shortage per 1,000 learners |
|:-----------------------|----------:|--------------------------:|---------------------:|------------------------------:|
| Purely ES              |    37,198 |                     50.1% |               98,485 |                           7.7 |
| ES and JHS (K to 10)   |     1,411 |                     69.2% |                6,628 |                           9.2 |
| All Offering (K to 12) |       682 |                     81.7% |                4,206 |                           7.4 |
| Purely JHS             |     1,478 |                     65.3% |               11,826 |                          12.6 |
| JHS with SHS           |     6,647 |                     68.8% |               43,024 |                           5.9 |
| Purely SHS             |       243 |                     40.7% |                1,273 |                           7.1 |

Purely JHS schools have the highest rate, 12.6 classrooms short per 1,000 learners, and 65.3% of the 1,478 such schools are short. ES and JHS (K to 10) schools follow at 9.2. Purely ES schools, at 7.7, are near the national rate, but with 37,198 schools they hold the most shortage, 98,485 classrooms. JHS with SHS schools have the lowest rate, 5.9, though 68.8% of them are short, and All Offering (K to 12) schools have the highest share of schools short, 81.7%.

Urban schools are fewer but more often short: 67.2% of the 10,919 urban schools have a shortage, against 50.3% of the 36,576 rural schools. Urban schools have 8.4 classrooms short per 1,000 learners, against 6.1 in rural schools, and they hold 60.2% of the national shortage; rural schools hold 39.0%, and the rest is at 164 schools with no urban or rural label. These differences are descriptive: they do not separate a school's offering or location from its size or its growth in enrollment. [Class Shifts and Crowded Classrooms in DepEd Schools](https://nash.com.ph/blog/class-shifting-crowded-classrooms) looks at how crowded schools cope.

## What this means for school heads

- **Check your own school's figure first.** In the school table below, find your school ID. `shortage_total` is its 2023 shortage, `shortage_k10` and `shortage_shs` split it by level, and `excess_k10` counts K to 10 rooms beyond need; a fraction means a shared room was split. Read the figure with your current enrollment and rooms, since rooms may have been built or condemned since 2023.
- **Do not judge your school by the division average.** With 78.6% of the uneven spread lying between schools in the same division, a division's rate says little about any one school.
- **Put the figure in the school improvement plan.** State the 2023 shortage as a baseline, with its year and source, beside your own count of rooms, makeshift rooms and class shifts. In the Annual Implementation Plan, separate what the school can do within a year from what needs new construction. [DepEd School Improvement Plan (SIP): Steps, AIP and SRC](https://nash.com.ph/blog/deped-school-improvement-plan) walks through the steps, and [DepEd Classroom and School Building Data, SY 2023-2024](https://nash.com.ph/blog/deped-classroom-school-building-data-sy-2023-2024) covers building condition and makeshift rooms.
- **Bring the numbers to the LGU and the division.** A school-level figure with its source named is stronger than a general request for rooms. The National Education Plan recommends a tiered counterparting mechanism for LGUs that considers their income classes, and EDCOM II has told DepEd to put classrooms where they are needed most. [Do 2026 Classrooms Go Where the Shortage Is?](https://nash.com.ph/blog/classroom-allocation-vs-shortage-2026) shows whether School Building Program (SBP) 2026 allocations follow the shortage.
- **Use Brigada Eskwela for the rooms you have.** Community work and repair funds keep existing rooms usable and safe, but they do not close a shortage of rooms; report the two separately.
- **For aspiring school heads, practice reading the figure.** Explaining a school's shortage and its place in the division is part of [PPSSH Domain 2: Managing School Operations With DepEd Data](https://nash.com.ph/blog/ppssh-domain-2-managing-school-operations); [How to Read DepEd Data: A Guide for Aspiring School Heads](https://nash.com.ph/blog/how-to-read-deped-data) covers rates and distributions.

## How these numbers were made

The data are the cleaned tables behind the EDCOM II classroom construction dashboard (Llego, 2026), described in [How the EDCOM Classroom Data Was Cleaned](https://nash.com.ph/blog/edcom-classroom-data-cleaned): the 47,659 public schools in DepEd's 2023 shortage table, with old school IDs mapped to current ones and merged schools combined, joined to SY 2024-25 enrollment on the current school ID. The cleaned totals reproduce the dashboard's exactly: 165,442.67 classrooms short at 25,823 schools.

- **Total shortage** is a school's K to 10 shortage plus its SHS shortage, as DepEd reports them; excess rooms are never subtracted.
- **Shortage per 1,000 learners** is a group's total shortage divided by its total SY 2024-25 enrollment, times 1,000, over the 47,524 schools with learners: a ratio of sums, not an average of school rates.
- **The distribution** is the median and percentiles over the 25,823 schools with a shortage above zero.
- **Top shares** sort all 47,659 schools from the largest shortage down; the top 1%, 5% and 10% are the first 477, 2,383 and 4,766. The half-shortage count is the fewest schools whose shortages add up to half the total.
- **The Lorenz curve** plots the cumulative share of schools, sorted from the smallest shortage up, against the cumulative share of the shortage (Lorenz, 1905). **The Gini coefficient** is twice the area between the diagonal and the curve (Gini, 1912).
- **The Theil index** is the sum over schools of s times the natural logarithm of s divided by w, where s is the school's share of the national shortage and w its share of national learners; schools with no shortage add zero (Theil, 1967). The between-region part is the same sum over regions, the between-division part is the sum over divisions minus the regional part, and the within-division part is the rest.
- **Labels** are DepEd regions, with Sulu in Region IX, and DepEd's curricular offering and urban or rural labels.

The analysis was done in Python with pandas and NumPy, and the charts drawn with Matplotlib; figures are rounded half up. In every school, the K to 10 and SHS shortages add up exactly to the total, and the three Theil parts add up to the total index by construction.

## Limits

The years differ. The shortage is from 2023 and enrollment from SY 2024-25, so rooms built since 2023 and shifts in enrollment are not reflected. DepEd's lower backlog of 147,347 classrooms as of September 2025, reported by EDCOM II, may differ in method as well as in time, and has no school-level breakdown here.

The shortage is DepEd's own estimate. The data hold each school's result, not the norms and inputs DepEd used, so it cannot be recomputed or audited from them. It is a figure on paper, not a count of learners without a room.

Some schools are missing. Schools not in the 2023 table, including newer ones, are not counted; a small number of schools without SY 2024-25 enrollment are left out of the rates and the Theil index; and 164 have no urban or rural label.

The yardstick matters. The Gini coefficient compares raw counts, so it partly reflects school size. The Theil index takes learners as the measure of need, but a small school needs rooms for its grades whatever its enrollment, so it can understate a small school's fair share.

These figures describe where the shortage is, not why. Differences by region, offering or location are associations; they do not show the effect of funding, population growth, land or any other cause.

## Frequently asked questions

### How many classrooms are lacking in Philippine public schools?

DepEd's 2023 classroom shortage, as published in the EDCOM II classroom construction dashboard, is 165,443 classrooms at 25,823 of 47,659 public schools (54.2%). EDCOM II's National Education Plan uses the same backlog and puts the need at 219,000 classrooms by 2028, counting the projected deficit. A newer DepEd figure, 147,347 classrooms as of September 2025, was reported by EDCOM II but has no school-level breakdown.

### Which region has the biggest classroom shortage?

It depends on how it is counted. Region IV-A has the most classrooms short, 31,010, followed by NCR (24,866) and Region III (13,119). Per learner, BARMM has the highest rate, 14.3 classrooms short per 1,000 learners, against 7.4 nationally and 2.9 in Region I.

### Are excess classrooms subtracted from the shortage?

No. DepEd counts excess K to 10 rooms separately: 53,161 rooms at 16,396 schools in 2023. They are never netted against a shortage, because a spare room in one school cannot seat learners in another.

### How can I find my school's classroom shortage?

Download the school table below and find your school ID. The columns `shortage_total`, `shortage_k10`, `shortage_shs` and `excess_k10` hold your school's 2023 figures, and `enrol_total` its SY 2024-25 enrollment. Compare them with the rooms your school has today.

## Download the data and cite this post

The cleaned EDCOM II classroom data behind this series are free to download for personal study; to reuse them, email [support@nash.com.ph](mailto:support@nash.com.ph) for written permission first. [How the EDCOM Classroom Data Was Cleaned](https://nash.com.ph/blog/edcom-classroom-data-cleaned) explains every table and cleaning rule. The files are at data.nash.com.ph: start with the [README](https://data.nash.com.ph/edcom-classroom-data/v1.1/README.md), then the [school table](https://data.nash.com.ph/edcom-classroom-data/v1.1/schools.parquet) (Parquet, or [CSV](https://data.nash.com.ph/edcom-classroom-data/v1.1/schools.csv.gz)), the [School Building Program lines](https://data.nash.com.ph/edcom-classroom-data/v1.1/sbp_projects.csv.gz) (CSV), the [city and municipality table](https://data.nash.com.ph/edcom-classroom-data/v1.1/lgu_summary.csv.gz) (CSV), and every table for [Stata](https://data.nash.com.ph/edcom-classroom-data/v1.1/classroom_tables_stata.zip) and [SPSS](https://data.nash.com.ph/edcom-classroom-data/v1.1/classroom_tables_spss.zip). Every figure quoted in this series, with the data behind each chart, is in [analysis_tables.zip](https://data.nash.com.ph/edcom-classroom-data/v1.1/analysis_tables.zip).

Every file, with its rows, columns and checksum, is listed on the [EDCOM II classroom data page](https://nash.com.ph/edcom-classroom-data). To cite the data: Llego, M. A. (2026). *EDCOM II classroom construction dashboard data, cleaned, version 1.1*. NASH Reviewer. https://nash.com.ph/edcom-classroom-data

To cite this post: Llego, M. A. (2026, October 28). *Philippine classroom shortage 2023: Where the gap is*. NASH Reviewer Blog. https://nash.com.ph/blog/classroom-shortage-philippines-2023

## References

- Gini, C. (1912). *Variabilità e mutabilità*. Tipografia di Paolo Cuppini.
- Llego, M. A. (2026). *EDCOM II classroom construction dashboard data, cleaned, version 1.1* [Data set]. NASH Reviewer. https://nash.com.ph/edcom-classroom-data
- Lorenz, M. O. (1905). Methods of measuring the concentration of wealth. *Publications of the American Statistical Association, 9*(70), 209–219.
- Second Congressional Commission on Education (EDCOM II). (2026). *National Education Plan 2026–2035* (Year Three report).
- Second Congressional Commission on Education (EDCOM II). (2026, September 23). *Congress ratifies measure expanding voucher system to cover Kinder to Grade 6* [News release].
- Second Congressional Commission on Education (EDCOM II). (2026, October 20). *Put classrooms where they're needed most, EDCOM 2 tells DepEd* [News release]. https://edcom2.gov.ph/put-classrooms-where-theyre-needed-most-edcom-2-tells-deped/
- Theil, H. (1967). *Economics and information theory*. North-Holland.

## More in this series

- [How the EDCOM Classroom Data Was Cleaned](https://nash.com.ph/blog/edcom-classroom-data-cleaned)
- [Philippine Classroom Shortage 2023: Where the Gap Is](https://nash.com.ph/blog/classroom-shortage-philippines-2023)
- [DepEd School Building Program 2026 in Numbers](https://nash.com.ph/blog/deped-school-building-program-2026)
- [Do 2026 Classrooms Go Where the Shortage Is?](https://nash.com.ph/blog/classroom-allocation-vs-shortage-2026)
- [Classroom Allocation by LGU Income Class, 2026](https://nash.com.ph/blog/classroom-allocation-lgu-income-class)
- [Class Shifts and Crowded Classrooms in DepEd Schools](https://nash.com.ph/blog/class-shifting-crowded-classrooms)
- [Last Mile Schools: Classroom Need and 2026 Allocation](https://nash.com.ph/blog/last-mile-schools-classroom-shortage)
- Regional reports: [NCR](https://nash.com.ph/blog/classroom-shortage-ncr), [CAR](https://nash.com.ph/blog/classroom-shortage-car), [Region I](https://nash.com.ph/blog/classroom-shortage-region-1-ilocos), [Region II](https://nash.com.ph/blog/classroom-shortage-region-2-cagayan-valley), [Region III](https://nash.com.ph/blog/classroom-shortage-region-3-central-luzon), [Region IV-A](https://nash.com.ph/blog/classroom-shortage-region-4a-calabarzon), [MIMAROPA](https://nash.com.ph/blog/classroom-shortage-mimaropa), [Region V](https://nash.com.ph/blog/classroom-shortage-region-5-bicol), [Region VI](https://nash.com.ph/blog/classroom-shortage-region-6-western-visayas), [NIR](https://nash.com.ph/blog/classroom-shortage-negros-island-region), [Region VII](https://nash.com.ph/blog/classroom-shortage-region-7-central-visayas), [Region VIII](https://nash.com.ph/blog/classroom-shortage-region-8-eastern-visayas), [Region IX](https://nash.com.ph/blog/classroom-shortage-region-9-zamboanga-peninsula), [Region X](https://nash.com.ph/blog/classroom-shortage-region-10-northern-mindanao), [Region XI](https://nash.com.ph/blog/classroom-shortage-region-11-davao), [Region XII](https://nash.com.ph/blog/classroom-shortage-region-12-soccsksargen), [Caraga](https://nash.com.ph/blog/classroom-shortage-region-13-caraga), [BARMM](https://nash.com.ph/blog/classroom-shortage-barmm)
- Rankings and deep dives: [Congressional districts](https://nash.com.ph/blog/classroom-shortage-by-congressional-district), [Top 20 cities and municipalities](https://nash.com.ph/blog/cities-municipalities-largest-classroom-shortage), [Rizal](https://nash.com.ph/blog/classroom-shortage-rizal), [Quezon City](https://nash.com.ph/blog/classroom-shortage-quezon-city), [City of Manila](https://nash.com.ph/blog/classroom-shortage-manila), [Tawi-Tawi](https://nash.com.ph/blog/classroom-shortage-tawi-tawi), [Cavite](https://nash.com.ph/blog/classroom-shortage-cavite), [Cost of a classroom](https://nash.com.ph/blog/cost-to-build-classroom-philippines)
- Explainers: [PSIP III](https://nash.com.ph/blog/psip-iii-classrooms-explained), [Senior high shortage](https://nash.com.ph/blog/senior-high-school-classroom-shortage), [Junior high shortage](https://nash.com.ph/blog/junior-high-school-classroom-shortage), [Excess classrooms](https://nash.com.ph/blog/schools-with-more-classrooms-than-needed), [Learning Continuity Spaces](https://nash.com.ph/blog/learning-continuity-spaces-sbp-2026), [How learners reach school](https://nash.com.ph/blog/how-learners-reach-public-high-schools)
- For teachers and school heads: [Action research and thesis topics](https://nash.com.ph/blog/action-research-topics-classroom-shortage)
- Related: [DepEd Classroom and School Building Data, SY 2023-2024](https://nash.com.ph/blog/deped-classroom-school-building-data-sy-2023-2024), [CRLA Variation: School, Division or Region?](https://nash.com.ph/blog/crla-school-division-region-variation), [National Education Plan 2026-2035: Guide for School Heads](https://nash.com.ph/blog/national-education-plan-2026-2035), [EDCOM II Final Report: Guide for Aspiring School Heads](https://nash.com.ph/blog/edcom-ii-final-report), [DepEd Enrollment SY 2024-2025: Smallest Kindergarten Class](https://nash.com.ph/blog/deped-enrollment-sy-2024-2025), [DepEd School Improvement Plan (SIP): Steps, AIP and SRC](https://nash.com.ph/blog/deped-school-improvement-plan), [PPSSH Domain 2: Managing School Operations With DepEd Data](https://nash.com.ph/blog/ppssh-domain-2-managing-school-operations), [How to Read DepEd Data: A Guide for Aspiring School Heads](https://nash.com.ph/blog/how-to-read-deped-data)

*Analysis and charts by Mark Anthony Llego for NASH Reviewer. Data: EDCOM II classroom construction dashboard and Department of Education data. NASH Reviewer is not affiliated with EDCOM II or DepEd. Charts may be reused only with written permission from support@nash.com.ph.*

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© 2026 Mark Anthony Llego, NASH Reviewer. All rights reserved. You may quote up to 100 words from this article with the author's name, its title and a link. In research, cite it as: Llego, M. A. (2026, October 28). *Philippine Classroom Shortage 2023: Where the Gap Is*. NASH Reviewer. https://nash.com.ph/blog/classroom-shortage-philippines-2023. Any other reuse of the article, its charts or its data needs written permission: email support@nash.com.ph. Terms of Service: https://nash.com.ph/terms#website-content-and-data