The Growing Concern of Uncertified Teachers in Texas
The state of Texas is facing a significant issue in its education system: a growing number of uncertified teachers. In the 2023-2024 academic year, more than half of new teachers in Texas were uncertified, a substantial increase from about 11% a decade ago. This trend has raised concerns among education experts, who warn that it can have a negative impact on students’ learning outcomes.
The Impact on Students
According to Bridget Worley, chief state impact officer with the education nonprofit the Commit Partnership, students who are taught by uncertified teachers with no prior classroom experience tend to lose three to four months of learning in reading and math. This can have long-term consequences for students, making it more challenging for them to catch up with their peers. Furthermore, uncertified teachers are more likely to leave the field sooner than certified instructors, which can lead to a lack of stability and consistency in the classroom.
The Role of Emergency Permits
Uncertified teachers or those with emergency permits have helped alleviate the state’s ongoing teacher shortage. However, this solution is not without its drawbacks. While it may provide a temporary fix, it does not address the underlying issue of attracting and retaining qualified, certified teachers. Lawmakers are now trying to address this problem through new legislation.
New Legislation and Funding
Under Texas’ new $8.5 billion school funding bill, all K-12 core educators must be certified. The bill also allocates $187 million for teacher preparation and certification programs, which are designed to help qualified candidates attain teacher certification. This funding is a step in the right direction, but experts acknowledge that it will take time to fix the problem. As Worley noted, "We need to figure out how to get more certified teachers in our school systems."
Efforts to Retain Certified Teachers
Dallas ISD trustee Ben Mackey highlighted the importance of retaining certified teachers. He noted that 12% of Dallas ISD’s current teachers lack certification, while 20% of new teachers are not certified. However, he attributed the relatively lower percentage of uncertified teachers in his district to its teacher retention efforts. By retaining experienced educators, the district can reduce the number of new teacher vacancies and spend more time developing the new teachers it does hire.
A Reinforcing Cycle
Mackey described the relationship between teacher retention and certification as a reinforcing cycle. The better a district is at retaining its best teachers, the less it has to rely on uncertified teachers. This, in turn, can lead to improved student outcomes and a more stable education system.
Conclusion
The issue of uncertified teachers in Texas is a complex problem that requires a multifaceted solution. While the new legislation and funding are steps in the right direction, it will take time and effort to address the root causes of the problem. By prioritizing teacher retention and certification, districts can create a more stable and effective education system that benefits both teachers and students. As Worley emphasized, this is an issue that cannot be ignored, and it will continue to be a topic of discussion in the coming years.
