| Title: |
Strengthening the Educator Pipeline through Service Scholarships: California's Golden State Teacher Grant Program |
| Language: |
English |
| Authors: |
Melanie Leung-Gagné; Maria Maria Castillo; Susan Kemper Patrick; Desiree Carver-Thomas; Tara Kini; Cicely Bingener; María Virginia Giani; Learning Policy Institute |
| Source: |
Learning Policy Institute. 2025. |
| Availability: |
Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org |
| Peer Reviewed: |
Y |
| Page Count: |
61 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Gates Foundation |
| Document Type: |
Reports - Research; Tests/Questionnaires |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Scholarships; Teacher Recruitment; Teacher Persistence; Teacher Shortage; Teacher Supply and Demand; Preservice Teacher Education; Credentials; Teacher Certification; Paying for College; Preservice Teachers; Grants; Student Financial Aid; State Aid; Program Effectiveness; State Programs; Educational Finance; Pupil Personnel Services; Surveys; Teacher Placement; Disadvantaged Schools |
| Geographic Terms: |
California |
| Abstract: |
Beginning in 2020-21, California devoted specific funding through the Golden State Teacher Grant (GSTG) Program to support teacher candidates in covering the cost of preparation. In exchange, candidates would commit to working in high-priority schools for several years. The goal was to help curb ongoing teacher shortages by recruiting, training, and retaining more diverse and better-prepared teachers, particularly those who would teach in high-need schools and high-shortage subject areas. Using administrative and survey data, this study tracks and analyzes statewide participation in the GSTG Program over the program's first 5 years and examines grant recipients' perceptions of the program's impacts on supporting their entry into the profession, completion of their credentialing, and decision to teach in a priority school. Additionally, this study includes findings from interviews with representatives from six educator preparation programs (EPPs) with high uptake rates of the grant to identify effective strategies and challenges in implementing the grant. The findings have important policy implications, both in California and nationally, as policymakers consider strategies to recruit, prepare, and retain a well-prepared, diverse educator workforce, particularly in high-need schools. |
| Abstractor: |
ERIC |
| Entry Date: |
2026 |
| Accession Number: |
ED678893 |
| Database: |
ERIC |