Filling the Gap: A Mixed-Method Evaluation of a State-Run Teacher Workforce Development Grant Program

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  In Roundtable Session: Teacher Shortages and Policy Responses (Table 13)

Abstract

Closures resulting from the COVID-19 pandemic significantly impacted teacher licensure pathways, giving prospective teachers less access to student teaching experiences, fewer program completion opportunities, and a reduced ability to prepare for state licensing examinations. The authors of this paper partnered with the SEA to evaluate their emergency license educator preparation grant program. Using a mixed-methods approach, we found that being a program participant had a statistically significant positive effect on emergency educator retention and licensure advancement. Emergency educators who participated in the program were also more racially diverse than other educators in the state. Participants overall were positive in their assessments of programmatic elements. The evaluation suggests that policy approaches assisting emergency licensed educators can positively affect educator workforce outcomes.

Authors

• Shannon A. Stackhouse, WestEd

• George Lolashvili, WestEd

• Ione Heigham, WestEd

• Raifu Durodoye, WestEd