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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
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
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  Data: Investing in a High-Quality Teacher Workforce: Lessons from Texas Teacher Preparation Programs
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Supply+and+Demand%22">Teacher Supply and Demand</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Shortage%22">Teacher Shortage</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Governance%22">Governance</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Texas+%28Houston%29%22">Texas (Houston)</searchLink><br /><searchLink fieldCode="DE" term="%22Texas+%28El+Paso%29%22">Texas (El Paso)</searchLink>
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  Data: 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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