Fund residents with stipends and halve tuition to make a yearlong coteaching residency financially accessible¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Claremont compensates candidates to make a yearlong coteaching model accessible to those who could not afford to forgo income. All full-time residents receive stipends to help cover living expenses, and the university reduced tuition for teacher preparation candidates by half beginning in 2022. Table 1 lists an average living stipend of $30,000, grants up to $20,000, and scholarships up to $12,500. Faculty sought federal grants precisely to fund a high-quality paid residency pathway.

Design Implications¶

Context¶

Requirements¶

• External grant funding or LEA partner funding to sustain stipends

Constraints¶

• The report notes growth is still needed for financial sustainability and that loss of the original Alliance partnership prompted new funding options

Target Learners¶

• prospective teachers who cannot afford a year of unpaid preparation, including first-generation college graduates and candidates of color

Target Learning Goals¶

• access to high-quality clinical teacher preparation

Claims¶

• TCLAS stipends of $20,000 enabled residents to participate in yearlong residencies by forgoing outside employment [+W]

Related Strategies¶

• Provide financial support and induction mentoring in exchange for a multi-year teaching commitment
• Strategic staffing partnership model funds resident stipends while meeting LEA paraeducator and substitute staffing needs

Examples¶

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Key Sources¶

• Yun, C., & Fitz, J. (2025). Humanizing teacher preparation: Claremont Graduate University's teacher residency. Learning Policy Institute. https://doi.org/10.54300/338.812