| Title: |
Michigan Teacher Licensure, Retention, and Effectiveness during the COVID-19 Pandemic. Working Paper No. 316-0425 |
| Language: |
English |
| Authors: |
Matthew Guzman; Tara Kilbride; Salem Rogers; Katharine O. Strunk; National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Source: |
National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2025. |
| Availability: |
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: |
N |
| Page Count: |
41 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Joyce Foundation; Institute of Education Sciences (ED) |
| Contract Number: |
R305C180025 |
| Document Type: |
Reports - Research |
| Descriptors: |
Teacher Certification; Licensing Examinations (Professions); Teacher Persistence; Teacher Effectiveness; COVID-19; Pandemics; Teacher Supply and Demand; Diversity (Faculty) |
| Geographic Terms: |
Michigan |
| Abstract: |
School closures and testing disruptions during COVID-19 prevented many teacher candidates from completing certification milestones, prompting many states to waive or alter licensure requirements to prevent losses of new teachers for the 2020-21 school year. Michigan allowed in-state candidates to teach under temporary certificates before passing licensure exams and granted flexibility in student teaching requirements. This study examines the impact of these changes on teacher supply, diversity, retention, and effectiveness. We find that Michigan succeeded in maintaining its total supply of new teachers, but that the composition of teachers differed from past cohorts. The 2020-21 entry cohort was more diverse, but this was true for all certification types including those unaffected by policy changes. Teachers with temporary certificates had similar effectiveness ratings and retention rates as those with standard certificates. Truncated or otherwise-modified student teaching experiences may have had a more prominent effect on special education teachers than those with other specializations. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
ED673285 |
| Database: |
ERIC |