When Texas lawmakers passed legislation in 2015 that created a pathway for public schools to hire more teachers without formal classroom training, one goal was to make the profession more attractive to individuals from different paths who could offer hands-on learning to students.
Some school administrators made it clear they intended to place these so-called uncertified teachers in positions where they could leverage their fields of expertise and keep them away from core areas like math, reading and special education, which would remain under the care of their most seasoned educators.
That was before the COVID-19 pandemic, which left many longtime educators worried about their health and feeling underappreciated, underresourced and burnt out. They walked out of the classroom in droves, accelerating teacher shortages at a time when students were returning to in-person learning and schools needed them the most.
Now some school districts are hiring uncertified teachers — some to provide instruction in core subjects — at an extraordinary pace.
In almost a decade since the law was passed, the number of uncertified teachers in the state’s public schools ballooned by 29%, according to a Texas Tribune analysis of state data. Uncertified teachers, many of whom are located in rural school districts, accounted for roughly 38% of newly hired instructors last year.
Some academic experts are dubbing the state’s growing reliance on uncertified teachers a crisis. A recent Texas Tech University study highlighted that kids lose three to four months of learning when they have a new teacher who is both uncertified and lacks experience working in a public school.
But with fewer people entering the profession through traditional pipelines, school districts are trying to give uncertified instructors the training and support they need to succeed in the classroom. School officials and education advocates are encouraging them to participate in teacher certification programs — and they hope lawmakers will set aside funds next year to help cover the costs.
The ask comes at a time when schools are already starved for a cash infusion. Many districts entered the school year having to spend more money than they are earning, largely because of the state’s rising cost of living and a half-decade of no increases to their base-level funding. Public school leaders remain upset that last year’s legislative sessions ended with no significant base funding increases despite the state having a record $32 billion surplus.
“When you have a state where their coffers are full and local school districts where their coffers are empty, or in the process of being empty, you’re going to have to have some state help to make sure that we’re funding these types of programs,” said Mark Henry, who served as Cy-Fair ISD’s superintendent for more than a decade until his retirement last year.
Prior to the passage of the 2015 law, known as District of Innovation, teachers would normally enter the profession through traditional college or university routes or via alternative certification programs, which are geared toward people who have a bachelor’s degree in a different field and need classroom training. Both pathways have seen enrollment declines in recent years.
The District of Innovation law was meant to give traditional public schools some of the flexibility that charter schools had long enjoyed, granting them exemptions from mandates on class sizes, school start dates and certification requirements. Before, uncertified educators in Texas could teach core classes only after obtaining waivers and permits approved by the state education agency on a case-by-case basis.
With a District of Innovation plan, districts can now create a comprehensive educational program that identifies provisions under Texas law that make it difficult for them to reach their goals and offers ways to address those challenges. The plan must receive public input and gain local school board approval before districts can proceed with any exemptions.
Many districts have sought an exemption from the state’s teacher certification requirements to help combat their teacher shortages.
Texas has no statewide definition for what constitutes a teacher shortage, but one major indicator that points to a significant need for more teachers is the state’s teacher attrition rate, which tracks the percentage of educators who leave the field in any given year.
Since the start of the pandemic, the attrition rate has increased from roughly 9% to 12%, according to the Texas Education Agency. A historic 13.4% of teachers left the profession between fall 2021 and fall 2022.
The state commissioned a task force two years ago to look into the teacher shortage and make policy recommendations for legislators to address the problem, though not much of the group’s advice has been adopted into state law. The panel of educators and school administrators recommended that the state commit to respecting teachers’ time, improving training and increasing salaries. Texas ranks 30th in the nation for average teacher pay, $8,828 less than the national average, according to the National Education Association.
The Texas House of Representatives’ Public Education Committee held a hearing in August to ask questions and gather information on the causes for the rising number of uncertified teachers and the effect on student outcomes. Lawmakers also discussed what many public education advocates see as a growing lack of respect for teachers, which the advocates say is fueling both the teacher shortage and the rise of uncertified teachers.
In recent years, Texas Republican leaders like Gov. Greg Abbott and Lt. Gov. Dan Patrick have routinely criticized public schools and instructors, accusing them of teaching children “woke” lessons on America’s history of systemic racism and keeping in their libraries reading materials that make inappropriate references to gender and sexuality. All the while, Abbott has been pushing for a program that would allow parents to use tax dollars to pay for their children’s private education, which public education advocates fear will plummet enrollment in public schools and ultimately result in less funding. School districts receive funding based on their average daily attendance.
“No one wants to go into something where they feel like they’re just going to be beat down day to day,” said David Vroonland, former superintendent of Mesquite ISD who now works as executive director of the educational research organization LEARN. “And I think the political commentary out there right now is doing a lot of harm to bringing more people into the space. Obviously, the other is we need to pay better.”
Educators who testified at last month’s legislative hearing also called on lawmakers to direct more financial resources to help teaching candidates go through high-quality preparation programs.
One such program in Brazosport ISD helped Amanda Garza McIntyre transition from being an administrative assistant at a construction company to becoming an eighth grade science teacher at Freeport Intermediate School.
McIntyre, who has a bachelor’s degree in health care administration, knew what Brazosport ISD does for children: the district helped her first-grade daughter learn how to read at grade level over the course of a semester. But starting a new career while raising her five kids seemed overwhelming, and she needed help.
The Brazosport ISD program allows aspiring teachers to earn a bachelor’s degree, teacher certification or both — at no cost. In return, program participants have to work in the district for at least three years. The program includes a paid residency that pairs candidates with a teacher mentor who works with them in a classroom for a full school year. Brazosport ISD pays for the program using funds from its own budget, grants and local partnerships.
Thanks to the hands-on training and guidance she received over the last year, which included working with some of the same children in her classroom now, McIntyre started as a full-time teacher earlier this month.
“I don’t know that I would have fully committed to going into teaching without knowing that I had that training and that preparedness to walk into a classroom and feel confident,” McIntyre said.
The task force formed to study the root causes of Texas’ teacher shortage included in its recommendations that the state fund certification programs like the one Brazosport ISD is running.
Sam Cofer, chief operating officer of Jubilee Academies, a San Antonio-based charter school district, said it makes sense for the Legislature to help fund programs like Brazosport ISD’s but argued that certification is not the only way to increase the number of capable teachers in Texas classrooms.
Jubilee Academies filled many of its teacher vacancies in the last decade with substitute instructors. The district knew it would be difficult to compete for more experienced teachers with traditional districts that could offer more competitive salaries, Cofer said, so it expanded its pool of applicants to include people with a bachelor’s degree and work experience in other fields but without teaching certification.
Since 2015, Jubilee Academies’ percentage of uncertified teachers has risen from roughly 17% to 66%. During the 2023-24 school year, 60% of new hires at all Texas charter schools were people without formal classroom training.
Cofer said the district relies on instructional coaches to provide their new hires with the support they need to adapt to their new profession. He also said the district encourages certification but doesn’t require it.
Teacher certification does prepare new hires “better in a lot of ways to be a teacher in a public school,” Cofer said. “But I also can’t be dismissive of the skill sets that may come along with people that don’t go through those programs that could also end up being effective teachers with the right amount of coaching and mentoring and guidance.”
Public education advocates are hoping the state and school districts invest in quality teacher preparation, regardless of what avenue they take to get there.
“It’s not serving students to put people in those positions that don’t have the experience they need to be successful,” said Priscilla Aquino-Garza, a former teacher who works as senior director of programs for Educate Texas, an organization focused on increasing academic achievement and educational equity for underserved children.
Shalona McCray, Longview ISD’s assistant superintendent of Human Resources and Community Relations, is grateful for the flexibility the District of Innovation law has granted schools. She said it allowed them to recruit from a more diverse talent pool as veteran educators left the profession in droves at the height of the pandemic. Since the law was passed, the district’s percentage of uncertified hires has skyrocketed from roughly 3% to 67%.
Longview ISD is committed to working with teachers to get them licensed through an alternative certification program or the district’s apprenticeship program, preferably within three years, McCray said. The District of Innovation law is a stepping stone, she said, to getting more people who care about education into the profession.
“I’m gonna have to rely on District of Innovation to go out and find some teachers who are not certified but qualified,” McCray said. “They have a bachelor’s degree, they have a passion, and then we’ll do everything we can to help them.”
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Data reporting by Elijah Nicholson-Messmer
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This story was originally published by The Texas Tribune and distributed through a partnership with The Associated Press.