University of Science and Arts of Oklahoma

PROJECT PURPOSE

The pandemic exacerbated a pre-existing teacher shortage in many states across the nation, with the U.S. Department of Education reporting that the overwhelming majority of states experienced critical teacher shortages in special education, math and science during the 2020-21 academic year (Learning Policy Institute). In Oklahoma, critical shortages exist in other content areas as well that further exacerbate the need for quality and effective teachers in Oklahoma classrooms, and 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 (Tulsa World). USAO produced 10 alternative certified teachers. Multiple factors have contributed to the teacher shortage, including relatively low pay, lack of professional support and respect, and limited opportunities for career advancement (Southern Regional Education Board). As a result, Oklahoma faces significant challenges to its teacher pipeline, including 1) declining enrollment among college students in educator preparation programs, 2) increasing reliance on underprepared, emergency-certified teachers to meet workforce needs, 3) high teacher attrition and turnover, and 4) an aging teacher workforce. During 2020-21, USAO produced 21 certified teachers including teachers in early childhood, elementary, English, deaf education, and music.

EVIDENCE

The goal is to ensure that all students have access to highly effective teachers with subject-matter knowledge and effective teaching, learning skills necessary to help children achieve high academic standards, regardless of individual learning styles. The program focuses on content and pedagogical knowledge to improve teacher effectiveness using scientifically based methods to improve teacher quality, school accountability, and core content knowledge for increased academic achievement. Title II awarded 18 grants for $2.1 million, served 950 teachers, 82,232 students and 195 school districts. Results reflected significant gains in fundamental concepts in student learning, including science, technology, engineering, math, and English Language Arts.

POPULATION DESCRIPTION

The pandemic created learning disruptions for all students, especially those from systemically underserved backgrounds (low-income, racial/ethnic minority, students with disabilities, English learners, homeless, and foster care) (U.S. Department of Education). In Oklahoma?s public schools, 53.7% belong to a racial/ethnic minority and 56% are economically disadvantaged (Oklahoma State Department of Education, Oklahoma Public Schools Fast Facts 2021-22). Research demonstrates that the pandemic widened pre-existing opportunity and achievement gaps, with learning loss greatest among those from traditionally disadvantaged backgrounds. (McKinsey & Company; NWEA; U.S. Department of Education). In addition to the learning disruptions, these students were more likely to face food and housing insecurity, unreliable access to remote-learning technology, and reduced access to support services (The Education Trust). Ensuring that well-prepared, high-quality teachers are in the classroom is critical to addressing disparities. Teachers, prepared by approved educator preparation programs, remain in the classroom longer, have a greater impact on academic achievement than teachers entering the field through alternative pathways, and are rated more effective than their emergency and alternatively certified counterparts by school administrators (First Year Teacher and Administrator/Mentor surveys, Office of Educational Quality and Accountability, 2021). Teachers who are underprepared can have adverse impact on achievement which negatively impacts core subject areas, such as math and reading. and perpetuates the need for remediation (Fuxa et. al., 2019).

PERFORMANCE MEASURING

Evidence of project success include: increased student enrollment in educator preparation programs; increased student retention in educator preparation programs; increased teacher education degree production; and decreased attrition rates among new teachers within the first 5 years of entering the profession. USAO will collect data for performance outcomes reporting related to student enrollment, retention, and graduation; alternative certification support. USAO will collaborate with the Oklahoma State Department of Education and/or individual school districts to measure new teacher attrition rates.

ONGOING INVESTMENT AMOUNT

$

ONGOING INVESTMENT DESCRIPTION

This would be a fund to offer additional scholarships to attract and retain teacher education students. We would not have the funds to continue offering these scholarships.

ONGOING INVESTMENT REQUIRED

Not able to continue operation without additional funding from the State of Oklahoma