# Senior High School Classroom Shortage: A Guide for SHS Heads Senior high schools were short 17,783 classrooms in 2023, 10.7% of DepEd's shortage: 7.2 per 1,000 SHS learners, against 7.4 in Kindergarten to Grade 10. This is the Markdown copy of [Senior High School Classroom Shortage: A Guide for SHS Heads](https://nash.com.ph/blog/senior-high-school-classroom-shortage), 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 17,783 senior high school (SHS) classrooms in 2023, 10.7% of DepEd's national classroom shortage of 165,443. Of the 7,706 public schools offering Grades 11 and 12, 4,910 (63.7%) had a senior high shortage. Set against the 2,473,112 SHS learners they enrolled in SY 2024-25, that is 7.2 classrooms short per 1,000 SHS learners, close to the 7.4 per 1,000 learners in Kindergarten to Grade 10. Per learner, senior high is short about as much as the grades below it. The gap differs by the kind of school. Stand-alone senior high schools are the least often short (40.9%) and have the fewest SHS learners per classroom (a median of 24.8), yet the largest share running senior high classes in two or more shifts (14.5%). Schools that offer every grade from Kindergarten to Grade 12 have the highest rate, 13.0 classrooms short per 1,000 SHS learners, on small senior high enrollments. By region, Region VII has the highest rate, 10.4, and Region I the lowest, 4.7. The data are DepEd's 2023 classroom shortage, as published in the EDCOM II classroom construction dashboard, for the senior high level alone, joined to SY 2024-25 enrollment and class shifts and to the School Building Program (SBP) 2026 masterlist. The post is written for SHS heads: principals of stand-alone senior high schools, and the heads and SHS coordinators of integrated schools who plan rooms for Grades 11 and 12. Every file behind it is listed on the [EDCOM II classroom data page](https://nash.com.ph/edcom-classroom-data). ## Key findings - DepEd's 2023 senior high classroom shortage is 17,783 classrooms, 10.7% of the national shortage of 165,443, at 4,910 of the 7,706 schools offering SHS (63.7%). - Per learner, senior high is short 7.2 classrooms per 1,000 SHS learners enrolled in SY 2024-25, against 7.4 per 1,000 learners in Kindergarten to Grade 10. - Most SHS gaps are small, a median of 1.9 classrooms among schools with one, but 384 schools are short by 10 or more, and half of the SHS shortage sits in 563 schools. - Stand-alone (Purely SHS) schools are the least often short (40.9%) and have the fewest SHS learners per classroom (median 24.8), but 14.5% run SHS classes in two or more shifts, against 5.8% of JHS with SHS schools and 4.0% of K to 12 schools. - All Offering (K to 12) schools have the highest SHS rate, 13.0 per 1,000 SHS learners (95% interval 11.2 to 14.9), on a median of 64 SHS learners per school. - SHS learners per classroom differ by school type in a statistically significant way (Kruskal–Wallis H = 37.1, p < 0.001), but the effect size is about zero (eta-squared 0.00): type says almost nothing about how crowded a school's SHS rooms are. - Region VII has the highest SHS rate, 10.4 per 1,000 SHS learners, and Region I the lowest, 4.7; four of the 10 schools with the largest SHS shortages have SBP 2026 classrooms. ## How large the senior high classroom shortage is DepEd's 2023 shortage table gives each school two figures: a shortage for Kindergarten to Grade 10 (K to 10) and a shortage for senior high. They add up to the school's total. Nationally, 147,660 of the 165,443 classrooms short are in K to 10 and 17,783, or 10.7%, in senior high; [Philippine Classroom Shortage 2023: Where the Gap Is](https://nash.com.ph/blog/classroom-shortage-philippines-2023) explains the whole table. Excess rooms are counted only for K to 10, so the data have no figure for senior high rooms beyond need. The SHS shortage can be fractional. When K to 10 and SHS classes share a room, DepEd splits the room between the two levels, which happens at 3,097 schools nationally. That is why the median SHS shortage among the 4,910 schools with one is 1.9 classrooms rather than a whole number. To compare groups of different size, this post divides the SHS shortage by SHS enrollment. The schools offering SHS enrolled 2,473,112 learners in Grades 11 and 12 in SY 2024-25, which gives 7.2 classrooms short per 1,000 SHS learners. The same calculation for the lower grades, the K to 10 shortage divided by learners in Kindergarten to Grade 10, gives 7.4. A rate per 1,000 learners is a total divided by a total, so large schools weigh more in it than small ones. Most SHS gaps are small. Half of the schools with an SHS shortage are short by 1.9 classrooms or less, while 384 schools are short by 10 or more. The largest, 95 classrooms, is at Paranaque National High School Main in NCR. Ranked from the largest SHS shortage down, 563 schools hold half of it: as with the shortage as a whole, a small group of schools carries much of the gap. ## SHS classroom shortage by school type: stand-alone, integrated and K to 12 Senior high is offered in three kinds of school, by DepEd's curricular offering labels: stand-alone senior high schools that offer only Grades 11 and 12 (Purely SHS), schools that offer junior and senior high, Grades 7 to 12 (JHS with SHS), and schools that offer every grade from Kindergarten to Grade 12 (All Offering (K to 12)). A small number of schools that the 2023 facilities data mark as offering SHS carry another curricular label; they are counted in the national figures above but not in this table. | School type | Schools | SHS learners | Median SHS learners | SHS classroom shortage | Per 1,000 SHS learners (95% interval) | Schools with an SHS shortage | Median SHS learners per classroom | SHS on two or more shifts | Schools with SBP 2026 classrooms | |:-----------------------|----------:|---------------:|----------------------:|-------------------------:|:----------------------------------------|-------------------------------:|------------------------------------:|----------------------------:|-----------------------------------:| | Purely SHS | 242 | 178,679 | 445 | 1,273 | 7.1 (5.6 to 8.8) | 40.9% | 24.8 | 14.5% | 7.0% | | JHS with SHS | 6,625 | 2,208,426 | 175 | 15,510 | 7.0 (6.5 to 7.5) | 64.8% | 30.8 | 5.8% | 14.1% | | All Offering (K to 12) | 680 | 74,211 | 64 | 968 | 13.0 (11.2 to 14.9) | 75.9% | 29.0 | 4.0% | 22.4% | JHS with SHS schools carry most of senior high: 6,625 schools, 2,208,426 SHS learners and 15,510 of the 17,783 classrooms short. Their rate, 7.0 per 1,000 SHS learners, is close to the national 7.2. Stand-alone senior high schools are few, 242, but large: the median one enrolls 445 SHS learners, against 175 in JHS with SHS schools and 64 in K to 12 schools. Their rate, 7.1, is about the same as that of JHS with SHS schools, but they are the least often short: 40.9% of them, against 64.8% and 75.9%. K to 12 schools have the highest rate, 13.0 classrooms short per 1,000 SHS learners, and the highest share of schools short, 75.9%. Their small enrollments matter in reading this. A classroom serves a class, not a fixed number of learners: a school with a small senior high department still needs a room for each Grade 11 and Grade 12 class it runs, so even one missing room is a large gap per learner. A rate built on few learners also moves a lot with each room, and with any error in the room count or the enrollment. And the count tells a different story from the rate: the 680 K to 12 schools are short 968 classrooms, a small part of the SHS shortage beside the 15,510 at JHS with SHS schools. The rate says where SHS learners have the fewest rooms for their numbers; the count says where most of the rooms are needed. ### What the 95% intervals mean Each rate has a 95% interval. The data cover nearly every public school offering SHS, so the interval is not about a survey that might have drawn the wrong schools. It answers a different question: how much does the rate depend on which divisions happen to be in it? To find out, the rate is recomputed 1,000 times. Each time, divisions are drawn at random, with replacement, as many as there are, so some divisions appear twice and others not at all. The SHS shortage and the SHS learners of the drawn divisions' schools are added up and divided, as for the real rate. The middle 95% of the 1,000 results is the interval. This is a bootstrap (Efron & Tibshirani, 1993), and because it draws whole divisions rather than single schools, a cluster bootstrap. Schools in one division share a division office, local growth in enrollment and often the same planners, so their shortages tend to rise and fall together; drawing single schools would treat them as independent and make the interval too narrow (Cameron & Miller, 2015). Read the intervals side by side. The K to 12 interval, 11.2 to 14.9, lies wholly above the other two, so the higher K to 12 rate holds up whichever divisions are drawn. The intervals for stand-alone SHS (5.6 to 8.8) and JHS with SHS schools (6.5 to 7.5) overlap, so these data cannot tell those two rates apart. The stand-alone and K to 12 intervals are wider than the JHS with SHS one because they rest on fewer schools and fewer learners, so a few divisions can move them. ## Senior high learners per classroom and class shifts The number of learners per classroom divides each school's SY 2024-25 SHS learners by its 2023 SHS instructional classrooms. It is not a class size: a room can hold two classes a day in a shifting school, and the two figures come from different years. It is known only for schools with an SHS enrollment and at least one SHS classroom on record, so the chart counts fewer schools under each label than the table above. ![Box plot of SY 2024-25 senior high learners per 2023 SHS classroom for three school types. The medians are 29.0 for All Offering (K to 12), 30.8 for JHS with SHS and 24.8 for Purely SHS; the three boxes overlap over most of their width, and every type has schools well past the dashed line at 45 learners.](https://nash.com.ph/blog/_astro/shs-learners-per-classroom-by-school-type.DFZy7_8o_Z1u2fuj.webp) *Figure 1. SHS learners per SHS classroom by school type: middle half of schools (box), median (line) and 5th to 95th percentiles (whiskers), schools with a ratio. Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/deped-data/shs-learners-per-classroom-by-school-type.png).* The median stand-alone school has 24.8 SHS learners per classroom, the median JHS with SHS school 30.8 and the median K to 12 school 29.0. The boxes, each holding the middle half of its schools, overlap over most of their width, and every type has a long tail of crowded schools. Of the 7,706 schools offering SHS, 18.6% have more than 45 SHS learners per classroom, counting schools with no ratio as not over. ### Is the difference between school types real? Significance and effect size The Kruskal–Wallis test (Kruskal & Wallis, 1952) asks whether one type's schools sit consistently higher than another's. It lines up every school's ratio from the lowest to the highest and checks whether the types' places in that line differ more than chance would allow. Working on ranks, it is not thrown off by the few schools with extreme ratios. Here it gives H = 37.1, p < 0.001: by the usual standard, the types differ "significantly". That word needs care. The p-value is the chance of seeing differences at least this large if the three types truly had the same spread of ratios. It depends on the size of the difference and on the number of schools. With thousands of schools, even a small difference is very unlikely to arise by chance alone, so the p-value falls below 0.001 although the difference may be too small to matter. "Significant" here means only that the types are probably not identical. It does not mean the difference is large. How large it is takes a separate measure, an effect size. The one used here is an eta-squared based on H (Tomczak & Tomczak, 2014), which estimates the share of the variation in ranks that goes with school type. It is 0.00, about zero to two decimal places: school type accounts for well under one percent of the differences between schools. The chart shows why. The gap between the medians is small beside the spread within each type, and most of the schools in the test are JHS with SHS schools, so the small stand-alone group barely moves the whole. Knowing a school's type says almost nothing about how crowded its senior high rooms are; its own figures do. ### Class shifts in senior high Shifts tell a different story. 446 schools offering SHS, 5.8%, ran senior high classes in two or more shifts in SY 2024-25. Among stand-alone senior high schools the share is 14.5%, against 5.8% of JHS with SHS schools and 4.0% of K to 12 schools. So the type with the fewest SHS learners per classroom has the largest share on shifts. The two facts fit together once the median is read for what it is: the middle school, not every school. In the school table, the 35 stand-alone schools on shifts have a median of 44.1 SHS learners per classroom, against 23.0 for the stand-alone schools that do not shift: they sit at the crowded end of the chart, above the stand-alone box. A stand-alone school also has no lower grades whose rooms it might share. The data record only the highest number of shifts at the level, not which classes shift or why, so a school head's own records are the better guide. [Class Shifts and Crowded Classrooms in DepEd Schools](https://nash.com.ph/blog/class-shifting-crowded-classrooms) explains how shifts are recorded and looks at every level. ## Senior high classroom shortage by region ![Horizontal bars of the 2023 senior high classroom shortage per 1,000 SHS learners by region, against a national rate of 7.2. Region VII is highest at 10.4 (1,710 classrooms), then BARMM at 10.1 (463), Region IX at 9.4 and NCR at 9.1; Region II and Region I are lowest, both at 4.7.](https://nash.com.ph/blog/_astro/shs-classroom-shortage-by-region.CAEr-9gA_gHrjV.webp) *Figure 2. 2023 senior high classroom shortage per 1,000 SHS learners enrolled in SY 2024-25, by region, schools offering SHS; each region's SHS shortage in classrooms in parentheses. Chart: © 2026 Mark Anthony Llego, NASH Reviewer. [Download the full-resolution chart (PNG)](https://nash.com.ph/blog/charts/deped-data/shs-classroom-shortage-by-region.png).* Region VII has the highest SHS rate, 10.4 classrooms short per 1,000 SHS learners, and the highest share of schools offering SHS with a shortage, 77.7%. That stands out: for the shortage as a whole, Region VII's rate, 7.8, is close to the national 7.4. BARMM follows at 10.1 and has the most crowded senior high rooms, a median of 48.0 SHS learners per classroom, the only region above 45. Region IX (9.4) and NCR (9.1) come next. Region I and Region II have the lowest rate, 4.7 each. | Region | Schools offering SHS | SHS learners | SHS classroom shortage | Per 1,000 SHS learners | Schools with an SHS shortage | Median SHS learners per classroom | |:------------|-----------------------:|---------------:|-------------------------:|-------------------------:|-------------------------------:|------------------------------------:| | NCR | 233 | 153,794 | 1,396 | 9.1 | 68.7% | 40.7 | | CAR | 248 | 42,851 | 251 | 5.9 | 57.7% | 27.6 | | Region I | 553 | 153,610 | 721 | 4.7 | 54.2% | 28.6 | | Region II | 357 | 108,631 | 512 | 4.7 | 53.5% | 27.8 | | Region III | 636 | 239,327 | 1,500 | 6.1 | 61.3% | 33.8 | | Region IV-A | 536 | 267,899 | 2,271 | 8.4 | 63.4% | 33.0 | | MIMAROPA | 307 | 97,401 | 589 | 6.0 | 51.1% | 29.4 | | Region V | 697 | 190,710 | 1,569 | 8.2 | 71.2% | 28.4 | | Region VI | 433 | 147,237 | 850 | 5.8 | 63.5% | 28.3 | | NIR | 470 | 141,903 | 893 | 6.3 | 66.8% | 30.8 | | Region VII | 583 | 164,057 | 1,710 | 10.4 | 77.7% | 32.6 | | Region VIII | 449 | 142,543 | 718 | 5.0 | 55.0% | 28.1 | | Region IX | 393 | 111,682 | 1,050 | 9.4 | 74.3% | 33.6 | | Region X | 408 | 120,705 | 836 | 6.9 | 62.5% | 30.7 | | Region XI | 404 | 135,517 | 1,091 | 8.1 | 66.8% | 31.6 | | Region XII | 397 | 126,970 | 898 | 7.1 | 72.3% | 32.0 | | CARAGA | 404 | 82,691 | 432 | 5.2 | 53.7% | 28.0 | | BARMM | 198 | 45,584 | 463 | 10.1 | 62.1% | 48.0 | Counted in classrooms, the order changes. Region IV-A has the largest SHS shortage, 2,271 classrooms, then Region VII (1,710), Region V (1,569) and Region III (1,500). NCR's 233 schools offering SHS enroll 153,794 SHS learners, and their median of 40.7 SHS learners per classroom is the second highest after BARMM. Sulu is counted in Region IX, since its schools division moved to DepEd Region IX on 20 October 2026. Each region's own report, such as [the Region VII report](https://nash.com.ph/blog/classroom-shortage-region-7-central-visayas), lists its divisions and schools. ## The 10 largest senior high shortages and SBP 2026 classrooms | School ID | School | Division | School type | SHS learners (SY 2024-25) | SHS learners per classroom | SHS classroom shortage (2023) | SBP 2026 classrooms | |----------:|:--------------------------------------------|:------------------|:--------------|----------------------------:|-----------------------------:|--------------------------------:|----------------------:| | 305424 | Paranaque National High School Main | Paranaque City | JHS with SHS | 7,228 | 73.8 | 95 | 0 | | 342566 | San Jose Litex SHS | Rizal | Purely SHS | 2,273 | 66.9 | 80 | 0 | | 306055 | Cauayan City Stand-Alone Senior High School | Cauayan City | Purely SHS | 3,242 | 46.3 | 78 | 0 | | 304360 | Davao City National High School | Davao City | JHS with SHS | 4,150 | 68.0 | 73 | 0 | | 301064 | Pampanga High School | San Fernando City | JHS with SHS | 4,525 | 57.3 | 62 | 20 | | 345869 | Baliwasan SHS - Stand Alone | Zamboanga City | Purely SHS | 3,072 | 66.8 | 61 | 0 | | 301186 | Dasmariñas Integrated High School | Dasmarinas City | JHS with SHS | 3,956 | 54.9 | 61 | 20 | | 303988 | Valencia NHS | Valencia City | JHS with SHS | 3,824 | 76.5 | 55 | 8 | | 305330 | Batasan Hills National HS | Quezon City | JHS with SHS | 1,462 | 66.5 | 54 | 20 | | 303950 | Bukidnon National High School | Malaybalay City | JHS with SHS | 3,303 | 60.1 | 54 | 0 | The ten schools with the largest SHS shortages are large and crowded, each with more than 45 SHS learners per classroom. Paranaque National High School Main leads, short 95 SHS classrooms for 7,228 SHS learners. Three of the ten are stand-alone senior high schools, San Jose Litex SHS in Rizal, Cauayan City Stand-Alone Senior High School and Baliwasan SHS in Zamboanga City: stand-alone schools are the least often short, but some of their gaps are among the largest. Batasan Hills National HS in Quezon City, short 54 SHS classrooms, has the largest total shortage of any school in the country, 319. Four of the ten have SBP 2026 classrooms: Pampanga High School, Dasmariñas Integrated High School and Batasan Hills National HS with 20 each, and Valencia NHS with 8. None of the three stand-alone schools does. Across school types, 7.0% of stand-alone SHS, 14.1% of JHS with SHS schools and 22.4% of K to 12 schools have any SBP 2026 classroom. > **Note** > > The SBP 2026 masterlist names a school and a number of classrooms, not the grade level they will serve, so this post cannot say how many 2026 classrooms are for senior high. At an integrated school such as Pampanga High School, a new building may serve junior high, senior high or both. Only at a stand-alone senior high school is every listed classroom a senior high classroom. The list also mixes classrooms funded under the 2026 General Appropriations Act with PSIP III classrooms, the third Public-Private Partnership for School Infrastructure Project, still for bidding, with construction expected from March 2027 to July 2028; [PSIP III explained](https://nash.com.ph/blog/psip-iii-classrooms-explained) describes them. [DepEd School Building Program 2026 in Numbers](https://nash.com.ph/blog/deped-school-building-program-2026) describes the whole list, and [Do 2026 Classrooms Go Where the Shortage Is?](https://nash.com.ph/blog/classroom-allocation-vs-shortage-2026) asks whether it follows the shortage. ## What this means for senior high school heads - **Find your school's SHS figures.** In the school table below, find your school ID. `shortage_shs` is your 2023 senior high shortage and `shortage_k10` the lower grades'; `enrol_shs`, `learners_per_classroom_shs` and `shs_highest_shift` give your SY 2024-25 SHS learners, learners per classroom and shifts. A fraction in the shortage means a room shared with K to 10 was split. Read the figures beside the rooms you have today, since rooms may have been built or condemned since 2023. - **Report senior high on its own in the SIP.** In an integrated school, the total shortage hides the SHS part. Write the SHS shortage, the learners per classroom and any shifts as their own baseline in the [school improvement plan](https://nash.com.ph/blog/deped-school-improvement-plan) and the AIP, with the year and source of each figure. - **Compare your school with its own figures, not its type.** With an effect size of about zero, a school's type says almost nothing about crowding. Set your ratio beside the median for your region in the table above, and track it from year to year. - **Ask which level a new building will serve.** If your school is on the SBP 2026 list, ask the division, and the LGU for an LGU-implemented line, whether the rooms are meant for senior high, and record the answer. The masterlist does not say. - **Document shifts and borrowed rooms.** If senior high classes run in shifts, record which classes, at what hours and for how long, and any rooms borrowed from another level or another building. EDCOM II estimates that 52,871 classrooms are needed to end double and triple shifting in 1,889 schools (EDCOM II, 2026, October 20); dated records show where your school stands. - **Bring the numbers to the division and the LGU.** A sourced SHS figure is stronger than a general request. Use Brigada Eskwela to keep existing rooms usable, and report repairs separately from the rooms the school lacks. [PPSSH Domain 2: Managing School Operations With DepEd Data](https://nash.com.ph/blog/ppssh-domain-2-managing-school-operations) shows how such data fit a school head's work. ## 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): DepEd's 2023 classroom shortage for 47,659 public schools, joined on each school's current ID to SY 2024-25 enrollment and class shifts, the 2023 facilities data and the SBP 2026 masterlist. The analysis was done in Python with pandas, NumPy and SciPy, and the charts drawn with Matplotlib; figures are rounded half up. - **Schools offering SHS.** Schools in the 2023 shortage table that the 2023 facilities data mark as offering senior high (`offers_shs`): 7,706. School types are DepEd's curricular offering labels (`curricular_offering`). - **SHS shortage.** DepEd's 2023 senior high shortage (`shortage_shs`). The national total, 17,783, sums all schools in the shortage table; its share is that total divided by the total shortage, 165,443. - **Rates per 1,000 learners.** The SHS rate is the sum of the SHS shortage divided by the sum of SY 2024-25 SHS enrollment (`enrol_shs`), times 1,000, over schools offering SHS with SHS learners. The K to 10 rate is the K to 10 shortage divided by elementary plus junior high enrollment (`enrol_es` plus `enrol_jhs`), over schools with such learners. Both are ratios of totals, not averages of school rates. - **Distribution.** The median is over the 4,910 schools with an SHS shortage above zero. The half count is the fewest schools whose SHS shortages add up to half the total, taking the largest first. - **95% intervals.** For each rate, 1,000 bootstrap samples that draw whole divisions with replacement; the interval is the middle 95% of the 1,000 rates (Efron & Tibshirani, 1993; Cameron & Miller, 2015). - **Learners per classroom.** SY 2024-25 SHS enrollment divided by 2023 SHS instructional classrooms (`learners_per_classroom_shs`), for schools with at least one. The share over 45 is taken over all 7,706 schools offering SHS. - **Kruskal–Wallis test.** On SHS learners per classroom across the three school types, schools with a ratio only, 2 degrees of freedom. The effect size is H minus the number of groups plus one, divided by the number of schools minus the number of groups (Tomczak & Tomczak, 2014). - **Shifts.** A school runs SHS shifts when its highest number of senior high shifts (`shs_highest_shift`) is 2 or 3; shares are over all schools in the group. - **SBP 2026.** A school has SBP classrooms when the masterlist gives it at least one (`sbp_classrooms`), counting GAA-funded lines, Learning Continuity Spaces and PSIP III. The masterlist has no grade level. - **Regions.** DepEd regions, with Sulu in Region IX. ## Limits The years differ: the shortage and classrooms are from 2023, enrollment and shifts from SY 2024-25, and allocations from 2026. A school that added rooms after 2023 looks more crowded than it is, and the 2023 shortage of a school whose senior high enrollment has grown does not count its new learners. The shortage is DepEd's own estimate. The data hold each school's result, not the norms and inputs DepEd used, so this post cannot recompute it, and there is no senior high figure for rooms beyond need. Learners per classroom is not a class size: it ignores room size, condition and shifts, and schools with no SHS room on record have no ratio. Small groups give less stable figures. The 242 stand-alone schools and the K to 12 schools' small senior high departments move more with each room, which the wider intervals show. A small number of schools offering SHS carry another curricular label and are left out of the type comparison. The SBP masterlist has no grade level, so the post cannot say how many 2026 classrooms will serve senior high, and allocations are plans, not buildings: PSIP III is still for bidding. The data cover DepEd public schools only. Differences by type and region are associations; they do not show why a school or region is short. ## Frequently asked questions ### How many senior high school classrooms are lacking in the Philippines? DepEd's 2023 classroom shortage, as published in the EDCOM II classroom construction dashboard, includes 17,783 senior high classrooms, 10.7% of the national shortage of 165,443. Of the 7,706 public schools offering SHS, 4,910 (63.7%) have a senior high shortage. That is 7.2 classrooms short per 1,000 SHS learners enrolled in SY 2024-25. ### Which region has the biggest senior high classroom shortage? Per learner, Region VII, with 10.4 classrooms short per 1,000 SHS learners, followed by BARMM (10.1), Region IX (9.4) and NCR (9.1). Counted in classrooms, Region IV-A has the most, 2,271. Region I and Region II have the lowest rate, 4.7. ### Do stand-alone senior high schools have a bigger classroom shortage? Not by most measures. Stand-alone (Purely SHS) schools are the least often short, 40.9%, with the fewest SHS learners per classroom, a median of 24.8, and a rate of 7.1 per 1,000 SHS learners, about the same as integrated JHS with SHS schools. But 14.5% of them run senior high classes in shifts, the most of any type, and three are among the 10 largest SHS shortages. ### How many 2026 classrooms are for senior high school? The data cannot say. The SBP 2026 masterlist gives each school a number of classrooms but not the grade level they will serve. Among schools offering SHS, 7.0% of stand-alone senior high schools, 14.1% of JHS with SHS schools and 22.4% of K to 12 schools have SBP 2026 classrooms; only at stand-alone schools are all of them senior high rooms. ## 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 in this post can be computed from the school table, using `offers_shs`, `curricular_offering`, `shortage_shs`, `shortage_k10`, `enrol_shs`, `enrol_es`, `enrol_jhs`, `learners_per_classroom_shs`, `shs_highest_shift`, `sbp_classrooms`, `division` and `deped_region`. 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). *Senior high school classroom shortage: A guide for SHS heads*. NASH Reviewer Blog. https://nash.com.ph/blog/senior-high-school-classroom-shortage ## References - Cameron, A. C., & Miller, D. L. (2015). A practitioner's guide to cluster-robust inference. *Journal of Human Resources, 50*(2), 317–372. - Efron, B., & Tibshirani, R. J. (1993). *An introduction to the bootstrap*. Chapman & Hall. - Kruskal, W. H., & Wallis, W. A. (1952). Use of ranks in one-criterion variance analysis. *Journal of the American Statistical Association, 47*(260), 583–621. - 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 - 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/ - Tomczak, M., & Tomczak, E. (2014). The need to report effect size estimates revisited. *Trends in Sport Sciences, 21*(1), 19–25. ## 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 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), [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), [Senior High School and Jobs: EDCOM II Workforce Findings](https://nash.com.ph/blog/senior-high-school-jobs-edcom-ii) *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.* --- © 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). *Senior High School Classroom Shortage: A Guide for SHS Heads*. NASH Reviewer. https://nash.com.ph/blog/senior-high-school-classroom-shortage. 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