Giving Compass' Take:

• Chalkbeat discusses a University of Texas teacher prep program which aims to entice STEM students to enter the profession through an accelerated credentialing timeline. Test scores already show that teachers from this program perform substantially better in the classroom than other teachers throughout the state.

• Could this program be a model for recruiting more educators, especially those specializing in math and science? Nonprofits that work in the sector know that fresh talent is desperately needed in our school system. 

• Read about early learning for the teacher workforce.

Mariam Manuel was sitting in calculus class at the University of Houston over a decade ago when a professor mentioned a new program allowing math and science majors to also earn a teaching certification.

Manuel knew she wanted to teach, but she didn’t know how she’d get licensed. “It truly was one of those moments that completely changed the trajectory of my life because prior to that I was not able to find something that made that path so clear,” she said. “I enrolled in classes that weekend.”

Now, new peer-reviewed research on the program, known as UTeach, shows that its teachers performed substantially better in the classroom than other teachers in Texas, as measured by student test scores.

That’s just one limited gauge of a teacher’s performance. But it’s encouraging evidence about a rapidly growing program that now operates in 22 states, suggesting that there are ways to better recruit science and math teachers and prepare them to reach students.

The UTeach program started at the University of Texas at Austin in 1997. The idea was to entice math, science, and engineering students to enter teaching with a streamlined program that allowed them to earn both a degree in their subject and a teaching certificate in four years.

Now, the UTeach program partners with 45 universities; by 2022, its leaders predict it will have graduated nearly 8,000 teachers.

Read the full article about this teacher prep program by Matt Barnum at Chalkbeat.