Virtual Pathways: Linking Online Alternative Certification Programs to Student Achievement and Teacher Attrition in Texas

Abstract

This study investigates the implications of the prevalence of fully online teacher preparation programs (TPPs) for student achievement and teacher attrition in Texas, a state where deregulation has led to the rapid expansion of online pathways into the teaching profession. Using statewide data from 2014 to 2023, we estimate the effects of teacher preparation pathway—capturing both training and selection mechanisms—on reading and math student achievement and teacher attrition. We find that students taught by teachers prepared via online TPPs exhibit lower achievement and that these teachers are more likely to exit the profession. Our findings raise concerns about the quality and stability of the teacher workforce and highlight the need for attention to the rapid expansion of online TPPs.

Keywords

achievement educational policy longitudinal data longitudinal studies regression analyses retention school/teacher effectiveness student achievement teacher education/development teacher preparation teacher workforce Texas

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