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Michigan Teacher Licensure, Retention, and Effectiveness during the COVID-19 Pandemic. Working Paper No. 316-0425

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Title: Michigan Teacher Licensure, Retention, and Effectiveness during the COVID-19 Pandemic. Working Paper No. 316-0425
Language: English
Authors: Matthew Guzman, Tara Kilbride, Salem Rogers, Katharine O. Strunk, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2025.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 41
Publication Date: 2025
Sponsoring Agency: Joyce Foundation
Institute of Education Sciences (ED)
Contract Number: R305C180025
Document Type: Reports - Research
Descriptors: Teacher Certification, Licensing Examinations (Professions), Teacher Persistence, Teacher Effectiveness, COVID-19, Pandemics, Teacher Supply and Demand, Diversity (Faculty)
Geographic Terms: Michigan
Abstract: School closures and testing disruptions during COVID-19 prevented many teacher candidates from completing certification milestones, prompting many states to waive or alter licensure requirements to prevent losses of new teachers for the 2020-21 school year. Michigan allowed in-state candidates to teach under temporary certificates before passing licensure exams and granted flexibility in student teaching requirements. This study examines the impact of these changes on teacher supply, diversity, retention, and effectiveness. We find that Michigan succeeded in maintaining its total supply of new teachers, but that the composition of teachers differed from past cohorts. The 2020-21 entry cohort was more diverse, but this was true for all certification types including those unaffected by policy changes. Teachers with temporary certificates had similar effectiveness ratings and retention rates as those with standard certificates. Truncated or otherwise-modified student teaching experiences may have had a more prominent effect on special education teachers than those with other specializations.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED673285
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Matthew+Guzman%22">Matthew Guzman</searchLink><br /><searchLink fieldCode="AR" term="%22Tara+Kilbride%22">Tara Kilbride</searchLink><br /><searchLink fieldCode="AR" term="%22Salem+Rogers%22">Salem Rogers</searchLink><br /><searchLink fieldCode="AR" term="%22Katharine+O%2E+Strunk%22">Katharine O. Strunk</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29+at+American+Institutes+for+Research+%28AIR%29%22">National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)</searchLink>
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Licensing+Examinations+%28Professions%29%22">Licensing Examinations (Professions)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Supply+and+Demand%22">Teacher Supply and Demand</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+%28Faculty%29%22">Diversity (Faculty)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Label: Abstract
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  Data: School closures and testing disruptions during COVID-19 prevented many teacher candidates from completing certification milestones, prompting many states to waive or alter licensure requirements to prevent losses of new teachers for the 2020-21 school year. Michigan allowed in-state candidates to teach under temporary certificates before passing licensure exams and granted flexibility in student teaching requirements. This study examines the impact of these changes on teacher supply, diversity, retention, and effectiveness. We find that Michigan succeeded in maintaining its total supply of new teachers, but that the composition of teachers differed from past cohorts. The 2020-21 entry cohort was more diverse, but this was true for all certification types including those unaffected by policy changes. Teachers with temporary certificates had similar effectiveness ratings and retention rates as those with standard certificates. Truncated or otherwise-modified student teaching experiences may have had a more prominent effect on special education teachers than those with other specializations.
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  Data: 2025
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED673285
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      – Text: English
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      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Licensing Examinations (Professions)
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Teacher Supply and Demand
        Type: general
      – SubjectFull: Diversity (Faculty)
        Type: general
      – SubjectFull: Michigan
        Type: general
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      – TitleFull: Michigan Teacher Licensure, Retention, and Effectiveness during the COVID-19 Pandemic. Working Paper No. 316-0425
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