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To establish and sustain teacher residencies, Texas incorporated crucial features and requirements in its grant program, including required residency model and district–EPP partnership elements, shared residency program governance between partners, and technical assistance aimed at building local and regional capacity to embed strategic staffing structures for sustainable funding.
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The conventional wisdom has long been that teachers stop improving after a few years on the job. But decades of research show that teachers continue to improve as they gain additional experience, especially in environments that support professional learning and collaboration.
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Linda Darling-Hammond and Michael Petrilli discuss why experienced teachers don’t just matter—they keep improving when schools give them the right support. Here’s what policymakers and principals can do to keep great educators in the classroom.
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Data show that about 1 in 8 of all teaching positions nationally are either unfilled or filled by teachers not fully certified for their assignments. Ongoing teacher shortages affect students in all types of districts. Local, state, and federal education leaders and policymakers can implement evidence-based solutions to build a strong and stable teacher workforce.
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LPI’s 2025 annual scan of teacher shortage data indicates that little has changed over the past year, with many schools continuing to face staffing challenges. However, with three years of data, there are some national patterns and state takeaways.
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An estimated 410,000-plus teaching positions—representing 1 in 8 of all teaching positions nationally—are either unfilled or filled by teachers not fully certified for their assignments, based on the most recent state-reported data. Because of variations in state policies, the severity of shortages and access to well-qualified teachers differs greatly from state to state.
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As a supplement to the State Teacher Shortages 2025 Update tool, this analyses includes data on the number of states reporting shortages by teaching area (i.e., special education, science, mathematics, language arts, etc.).
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California State University, Bakersfield, operates a consortium of seven teacher residency programs, each partnering with one or more local education agencies. Researchers examined the Kern Urban Teacher Residency and the Teacher Residency for Rural Education to understand how residency models can be modified to meet the needs of both large urban and small rural districts.
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Teacher residencies offer an approach to address teacher shortages while improving teacher preparation. Through robust financial and educational support, residencies attract diverse candidates who stay in teaching. Five effective California programs yield policy recommendations, including strategies for designing and funding sustainable, affordable programs that support candidates.
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Low pay and high credentialing costs make it difficult to build a diverse, stable teacher workforce. Policies reducing student loan debt can ease financial barriers for teachers while improving recruitment and retention. Federal strategies, supported by state and local actions, can address these strains and strengthen the teaching profession.
