Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Residency program completers are more effective and more likely to stay in teaching than teachers from other pathways. → Wojcikiewicz 2024

Evidence¶

Wojcikiewicz 2024¶

Wojcikiewicz, S. K., & Wei, W. (2024). Investing in Texas teacher preparation: Key features of successful residency programs [Brief]. Learning Policy Institute. https://learningpolicyinstitute.org/product/texas-teacher-preparation-brief

q2 · i? · review · r1

The brief's synthesis of prior research (citing Saunders et al. 2024, Kirksey & Gottlieb 2024, and Marder et al. 2022) reports that "residency program completers are more effective, and more likely to stay in teaching" than other-pathway entrants. No effect sizes are printed in the brief.

"Growing evidence indicates that residency program completers are more effective, and more likely to stay in teaching, than teachers who enter through other pathways or without preparation, contributing to student learning and workforce stability."

Discussion¶

Related Claims¶

• Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers — a broader claim this one bears on
• Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs — reports the opposite
• Well-prepared and well-mentored teachers stay in teaching at more than twice the rate of unprepared entrants, and teacher residency programs typically retain more than 80% over five years — a broader claim this one bears on
• Residency graduates show high retention rates of roughly 80-90% after three years and 70-80% after five years — related
• Residency-prepared teachers remain in teaching and in their districts at higher rates than other novice teachers, typically 80–95% after 3 years — a narrower finding that bears on this claim
• Across CPS preparation pathways, traditional and residency student teachers completed more methods coursework, had lengthier programs, and planned more years in teaching than alternative-pathway student teachers — related
• Teachers of color disproportionately enter through alternative certification pathways, which predict higher turnover — related
• Underprepared teachers are two to three times more likely to leave than prepared teachers, driving a revolving door in high-poverty schools — related
• Grow Your Own program graduates remain in teaching longer than typical beginning teachers and teach in high-need schools at high rates — related
• Teacher residency program graduates are more racially diverse than other new teachers and much more likely to stay in teaching, especially in sponsoring high-need districts — possibly the same claim (merge candidate)
• Teachers prepared through traditional certification pathways are retained at higher rates over 5 years than alternatively certified or noncertified Texas teachers — related