In our previous blog post, we reviewed the last decade of data pertaining to the overall number of public educators in Texas by preparation route. Overall, Texas has seen an almost 13% increase in how many teachers are employed on a half-time or more basis from 2013 to 2022, as approximately 1 out of every 9 public school teachers in America teaches in a Texas public school classroom. The percentage of Texas teachers who achieved their initial teacher certification from a university-based certification program fell from 55% to 43% in 10 years, while the percentage of Texas educators being certified through Non-Institution-based Alternative Educator Preparation Programs (EPPs) grew from 26% to 34%.
In this second edition of our educator preparation series, we will narrow the focus to those early-career educators who became fully-certified and employed within one year of completing their educator preparation program.
The first visualization below shows the most recent six years of data published by the Texas Education Agency (TEA). There are two primary distinctions of EPPs in the TEA data: College/University EPPs and Non-Institution-based Alternative EPPs. College/University EPPs include all pathways to certification (traditional, alternative, and post-baccalaureate) that are offered by a college or university in Texas. Alternative EPPs are “nontraditional routes to certification” that are not affiliated with a college or university, and which allow non-certified teachers who hold at least a bachelor’s degree to serve as teachers-of-record while completing the teacher certification requirements in Texas.
Production by EPP Type
Public University EPP Production
So far, the two blog posts on educator preparation and employment have shown us that the total number of public school teachers in Texas has continued to grow in the past decade, although the 2022 data showed the slowest growth in more than a decade in Texas. The data in this blog post showed the state’s educator preparation programs have produced roughly the same number of newly-certified and employed teachers during the past six years, except for a spike in 2019. Does this mean that teachers are staying in the profession at higher rates to compensate for the decreases in EPP productivity? That is a question we will explore in the next data blog post.