Teacher preparation in the wild west: The impact of fully online teacher preparation and uncertified teachers in Texas

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dc.creatorKirksey, Jacob
dc.creatorGottlieb, Jessica
dc.creator.orcidhttps://orcid.org/0000-0003-1459-7947
dc.date.accessioned2024-04-11T17:46:54Z
dc.date.available2024-04-11T17:46:54Z
dc.date.issued2024
dc.description.abstractThis study addresses the burgeoning phenomenon of fully online alternative teacher certification programs (ACPs). In Texas where most teachers are prepared via ACPs, our research zeroes in on the proportion of teachers who are prepared fully online and the relative effectiveness of teacher preparation programs on student achievement and teacher retention. Using statewide longitudinal data from 2014-2023, our findings show that 1 in 4 of Texas students are being taught by teachers prepared fully online Students taught by teachers prepared online exhibit comparable levels of achievement to those taught by uncertified teachers, underperforming compared to students taught by teachers from other preparation pathways. Moreover, these teachers exhibit a markedly higher turnover rate. This study contributes to the ongoing discourse on teacher preparation quality, offering insights for policymakers and stakeholders.
dc.identifier.citationKirksey, J. J., & Gottlieb, J. J. (2024). Teacher preparation in the wild west: The impact of fully online teacher preparation and uncertified teachers in Texas. Texas Tech University [White paper]. Center for Innovative Research in Change, Leadership, and Education.
dc.identifier.urihttps://hdl.handle.net/2346/97797
dc.language.isoen_US
dc.publisherCenter for Innovative Research in Change, Leadership, and Education
dc.relation.ispartofseries1; 003
dc.subjectteacher preparation, teacher retention, Texas, longitudinal data, student achievement
dc.titleTeacher preparation in the wild west: The impact of fully online teacher preparation and uncertified teachers in Texas
dc.typeWorking Paper

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