Oklahoma State Regents for Higher Education (OSRHE)

PROJECT PURPOSE

The COVID-19 pandemic exacerbated Oklahoma?s existing teacher shortage. The state Board of Education approved over 3,400 emergency-certified teachers for the 2021-22 academic year, exceeding the state?s previous record of 3,321 in 2019-20. Oklahoma?s teacher shortage results from multiple challenges to its teacher pipeline, including declining enrollment among students in educator preparation programs (EPPs); increasing reliance on emergency-certified teachers to meet workforce needs; high teacher attrition; and an aging teacher workforce. The OSRHE is well-positioned to respond to many of these challenges as it coordinates 23 EPPs at public and private universities in the state. Funding is requested for initiatives to improve Oklahoma?s teacher pipeline by increasing recruitment/retention of education majors and providing support to graduates in transitioning into the classroom. Strategies will target multiple points of the teacher pipeline, including pre-collegiate teacher academies to generate interest among K-12 students; scholarships and paid student teaching to incentivize education majors to complete their degree; financial support for alternatively certified teachers in completing professional education requirements; and professional support opportunities to improve teacher retention in K-12 schools. As a result of these initiatives, the OSRHE projects to increase the annual production of teacher candidates by 250 (5%) graduates over 2019-20 level.

EVIDENCE

This project addresses Oklahoma?s teacher shortage through evidence-based strategies that improve the teacher pipeline. Participation in pre-collegiate teacher academies increases interest in the teaching profession among middle/high school students. Scholarships, paid student teaching opportunities, and childcare support reduces barriers to college degree completion, especially among traditionally underrepresented student populations. Assisting non-traditional teachers complete educational requirements for full certification increases the likelihood they will remain in the classroom beyond their initial alternative certification period. Providing support for School Counselors will help build the necessary personnel needed in school districts to help address student mental well-being and strengthen student ability to focus on academics. Finally, implementing teacher induction, mentorship and professional support programs for new teachers has been demonstrated to improve teacher retention.

POPULATION DESCRIPTION

The COVID-19 pandemic created learning disruptions for all students, especially those from traditionally underserved backgrounds. As a result, research demonstrates that pre-existing opportunities and achievement gaps for students were widened by the pandemic, with learning loss greatest among students in high-poverty schools and students of color. These students were more likely to face food and housing insecurity, unreliable access to remote-learning technology, and reduced access to student support services. Ensuring that well-prepared, high quality teachers are in the classroom is critical to addressing disparities in learning loss among Oklahoma?s P-12 students. Teachers, comprehensively prepared by EPPs, stay in the classroom longer and have a greater impact on student academic achievement than those teachers entering from alternative routes. Teachers emerging from Oklahoma EPPs are rated more effective than their emergency and alternatively certified counterparts by school administrators. Teachers who are underprepared can and do have an adverse impact on student achievement which can negatively impact core subject areas such as math and reading, as well as perpetuate the need for remediation.

PERFORMANCE MEASURING

The OSRHE will collect data from participating institutions to measure program outcomes. Evidence of project success include: number of middle/high school students participating in future teacher academies; increased student enrollment in EPPs; increased student retention in EPPs; increased teacher education degree production; number of in-service teachers receiving mentorship and professional development support; and decreased attrition rates among new teachers. Data will include performance outcomes on future teacher academies; student enrollment, retention, and graduation; alternative certification support; professional development; and teacher mentorship/support. OSRHE will collaborate with the Oklahoma State Department of Education to measure new teacher attrition rates.

ONGOING INVESTMENT AMOUNT

$

ONGOING INVESTMENT DESCRIPTION

None

ONGOING INVESTMENT REQUIRED

One-time project will not need continued funding