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Virtual Pathways: Linking Online Alternative Certification Programs to Student Achievement and Teacher Attrition in Texas

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Title: Virtual Pathways: Linking Online Alternative Certification Programs to Student Achievement and Teacher Attrition in Texas
Language: English
Authors: J. Jacob Kirksey (ORCID 0000-0003-1459-7947), Jessica J. Gottlieb (ORCID 0000-0001-7576-8047)
Source: Educational Researcher. 2026 55(3):186-196.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Teacher Education, Teacher Education Programs, Alternative Teacher Certification, Online Courses, Elementary School Teachers, Secondary School Teachers, Reading Achievement, Mathematics Achievement, Asynchronous Communication, Electronic Learning, Program Effectiveness
Geographic Terms: Texas
Assessment and Survey Identifiers: State of Texas Assessments of Academic Readiness (STAAR)
DOI: 10.3102/0013189X251386406
ISSN: 0013-189X
1935-102X
Abstract: This study investigates the implications of the prevalence of fully online teacher preparation programs (TPPs) for student achievement and teacher attrition in Texas, a state where deregulation has led to the rapid expansion of online pathways into the teaching profession. Using statewide data from 2014 to 2023, we estimate the effects of teacher preparation pathway--capturing both training and selection mechanisms--on reading and math student achievement and teacher attrition. We find that students taught by teachers prepared via online TPPs exhibit lower achievement and that these teachers are more likely to exit the profession. Our findings raise concerns about the quality and stability of the teacher workforce and highlight the need for attention to the rapid expansion of online TPPs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501017
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22J%2E+Jacob+Kirksey%22">J. Jacob Kirksey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1459-7947">0000-0003-1459-7947</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+J%2E+Gottlieb%22">Jessica J. Gottlieb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7576-8047">0000-0001-7576-8047</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Researcher%22"><i>Educational Researcher</i></searchLink>. 2026 55(3):186-196.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: This study investigates the implications of the prevalence of fully online teacher preparation programs (TPPs) for student achievement and teacher attrition in Texas, a state where deregulation has led to the rapid expansion of online pathways into the teaching profession. Using statewide data from 2014 to 2023, we estimate the effects of teacher preparation pathway--capturing both training and selection mechanisms--on reading and math student achievement and teacher attrition. We find that students taught by teachers prepared via online TPPs exhibit lower achievement and that these teachers are more likely to exit the profession. Our findings raise concerns about the quality and stability of the teacher workforce and highlight the need for attention to the rapid expansion of online TPPs.
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        Value: 10.3102/0013189X251386406
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 11
        StartPage: 186
    Subjects:
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Alternative Teacher Certification
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      – SubjectFull: Online Courses
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Asynchronous Communication
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Texas
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