Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q2 i? Individuals entering teaching without completed preparation, through emergency permits or alternative pathways, are typically less effective and have significantly higher turnover rates, harming student achievement and exacerbating shortages. → Darling-Hammond 2023

Evidence¶

Darling-Hammond 2023¶

Darling-Hammond, L., DiNapoli, M., Jr., & Kini, T. (2023). The federal role in ending teacher shortages. Learning Policy Institute. https://doi.org/10.54300/649.892

q2 · i? · review · r1

The report's synthesis of research cited in the introduction on unprepared entrants' effectiveness and turnover. The article reports significance without a printed effect size, so no magnitude is stated.

"Research finds that individuals who enter teaching without having completed preparation—either through emergency permits or alternative pathways—are typically less effective15 and have significantly higher turnover rates,16 which both harm student achievement and create churn that exacerbates shortages."

Discussion¶

Related Claims¶

• Teachers of color disproportionately enter through alternative certification pathways, which predict higher turnover — related
• Teachers without full comprehensive preparation leave at two to three times the rate of comprehensively prepared teachers — related
• Alternatively certified teachers are 25% more likely to leave their schools and the profession, controlling for other factors — a narrower finding that bears on this claim
• 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 narrower finding that bears on this claim
• Alternative and traditionally certified teachers were similar on academic credentials but differed in race, education major, concurrent coursework, and first-year mentoring — related
• Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs — reports the opposite
• 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
• Most new special education teachers in 2015–16 entered on substandard authorizations, outnumbering fully prepared entrants 2:1 — related
• An evaluation study compares teachers trained through different routes to certification — related
• Teachers prepared through traditional certification pathways are retained at higher rates over 5 years than alternatively certified or noncertified Texas teachers — a narrower finding that bears on this claim
• Underprepared teachers are two to three times more likely to leave than prepared teachers, driving a revolving door in high-poverty schools — related
• Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation — a narrower finding that bears on this claim
• Schools with high teacher turnover and large proportions of underprepared teachers are associated with lower achievement for all students and for students experiencing homelessness, after accounting for other factors — related
• UCLA's IMPACT early childhood pathway prepared 50 fully licensed teachers across four cohorts, with 87% retained in the district for at least 3 years — a narrower finding that bears on this claim
• Students of university-prepared Texas teachers gained 2.2 additional months of 9th-grade ELA learning and 1.8 additional months of 9th-grade math learning versus students of alternatively prepared teachers — a narrower finding that bears on this claim
• Teachers who are not fully certified have higher turnover than fully certified teachers (20.1% vs. 14.7%), with a larger gap among early-career teachers — a narrower finding that bears on this claim
• Noncertified Texas teachers show the sharpest retention decline, with fewer than 40% still teaching after 5 years — a narrower finding that bears on this claim
• Districts' prior-year teacher turnover was negatively associated with certification rates, and certification rates tend to be higher where beginning teacher salaries are higher — related
• Mathematics/science, special education, and foreign language teachers have predicted turnover rates 37%, 46%, and 87% greater than elementary teachers — related
• Effective, supportive principals retain teachers, with the largest effects in high-need schools — related
• In 2021–22, only 28% of Texas first-time teacher hires held a standard certificate; 57% held a substandard intern certificate, emergency permit, or no certification at all — related
• Fully prepared novice teachers are less than half as likely to leave teaching after their first year than those lacking key training elements — related
• There is a severe shortage of certified computer science teachers, with only 75 college graduates certified in 2016 — related
• Turnover rates are about 50% higher in Title I schools than in non-Title I schools — related
• Offering certification after program completion is associated with larger teacher knowledge gains (g = 1.39 vs. 0.86) — related