Strengthening Pathways Into the Teaching Profession in Texas: Challenges and Opportunities

Abstract

Systemic challenges for the Texas teacher workforce result from a large yearly demand for new teachers, exacerbated by high and climbing teacher attrition rates. As a result of these challenges, a large majority of new teachers are now hired before they complete preparation. Assigned disproportionately to students from low-income families and students of color, these less-prepared teachers are demonstrably less effective and less likely to stay than fully prepared teachers, stimulating further shortages. This study examines these conditions; describes the substantial work underway in Texas to address teacher shortages and stabilize the teacher workforce; and synthesizes evidence about policy interventions that can help address the key factors influencing workforce stability. These include investing in high-quality preparation models; reducing financial barriers to entry for teacher candidates; increasing teacher compensation; supporting improvements to teacher induction and working conditions; and improving state educator workforce data.

The Federal Role in Ending Teacher Shortages

“…36 In California, for example, about 42% of new teachers were hired on substandard credentials or emergency-type permits in 2021-22, 37 and in Texas the share of new teachers on substandard credentials or with no credential at all reached 57% in that year. 38 Not only are these teachers less effective, but they leave at 2 to 3 times the rate of fully prepared teachers-and they create a rationale for the top-down mandates and teacher-proof reforms that drive many educators out of the profession. 39 Beyond the dysfunctions this introduces into the labor market, this strategy for addressing shortages undermines stability and curriculum opportunities for students, widening opportunity and achievement gaps between advantaged and disadvantaged communities.…”