Investing in a High-Quality Teacher Workforce: Lessons from Texas Teacher Preparation Programs
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| Title: | Investing in a High-Quality Teacher Workforce: Lessons from Texas Teacher Preparation Programs |
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| Language: | English |
| Authors: | Jennifer A. Bland, Kimberlee Ralph, Wesley Wei, Victoria Wang, Steven K. Wojcikiewicz, Marjorie E. Wechsler, Learning Policy Institute |
| Source: | Learning Policy Institute. 2025. |
| Availability: | Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org |
| Peer Reviewed: | Y |
| Page Count: | 132 |
| Publication Date: | 2025 |
| Intended Audience: | Practitioners; Policymakers |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Education Programs, Teacher Effectiveness, Faculty Mobility, Teacher Supply and Demand, Teacher Shortage, Educational Quality, Universities, State Policy, Educational Policy, Models, Program Design, Educational Practices, Governance, Educational Finance, Financial Support, Program Evaluation, Teaching Experience, Sustainability |
| Geographic Terms: | Texas, Texas (Houston), Texas (El Paso) |
| Abstract: | Texas has the largest teacher workforce of any U.S. state, with over 375,000 teachers in 2023-24. However, this workforce is characterized by a revolving door of teachers entering and, too often, quickly leaving the profession, with the state having experienced persistent teacher shortages for well over a decade. To address vacancies, many Texas districts have needed to rely on short-term approaches that can ultimately undermine student learning, including the frequent hiring of underqualified or underprepared teachers. The Texas teacher attrition rate exceeds the national average by over 50%, and a large majority of first-year teachers in Texas enter the profession via either alternative routes that abbreviate coursework and allow the candidate to become teacher of record while still training, or no certification route at all. These circumstances warrant a deep look at educator preparation programs (EPPs) that prepare teachers who remain in their positions and help maximize their students' opportunities and outcomes. To this end, this study documents the design, structure, and content of three high-quality EPPs in Texas that offer full-year clinical teaching pathways--the University of Houston (UH), the University of Texas at El Paso (UTEP), and the University of Texas--Rio Grande Valley (UTRGV). The study aims to illuminate replicable practices for other EPPs. While each of the highlighted programs feature residencies as a model for candidates' clinical experiences, with UTRGV also featuring a yearlong clinical experience called STEP UP, many of the insights shared here apply to EPPs using other preparation models. This report offers practitioners and policymakers an opportunity to learn from educator preparation programs seeking to prepare a high-quality workforce able to meet the needs of diverse student populations from day one on the job. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED678907 |
| Database: | ERIC |
| Abstract: | Texas has the largest teacher workforce of any U.S. state, with over 375,000 teachers in 2023-24. However, this workforce is characterized by a revolving door of teachers entering and, too often, quickly leaving the profession, with the state having experienced persistent teacher shortages for well over a decade. To address vacancies, many Texas districts have needed to rely on short-term approaches that can ultimately undermine student learning, including the frequent hiring of underqualified or underprepared teachers. The Texas teacher attrition rate exceeds the national average by over 50%, and a large majority of first-year teachers in Texas enter the profession via either alternative routes that abbreviate coursework and allow the candidate to become teacher of record while still training, or no certification route at all. These circumstances warrant a deep look at educator preparation programs (EPPs) that prepare teachers who remain in their positions and help maximize their students' opportunities and outcomes. To this end, this study documents the design, structure, and content of three high-quality EPPs in Texas that offer full-year clinical teaching pathways--the University of Houston (UH), the University of Texas at El Paso (UTEP), and the University of Texas--Rio Grande Valley (UTRGV). The study aims to illuminate replicable practices for other EPPs. While each of the highlighted programs feature residencies as a model for candidates' clinical experiences, with UTRGV also featuring a yearlong clinical experience called STEP UP, many of the insights shared here apply to EPPs using other preparation models. This report offers practitioners and policymakers an opportunity to learn from educator preparation programs seeking to prepare a high-quality workforce able to meet the needs of diverse student populations from day one on the job. |
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