The state of Texas is increasingly prioritizing teacher residency pathways as one potential approach to improving teacher quality. The introduction of the enhanced residency certificate, the first of its kind in the nation, underscores the state’s commitment to promoting residency programs.

This study employed surveys and interviews of Texas higher education and K–12 stakeholders preparing and supporting STEM teachers to investigate the perceived value of residency approaches, the prevalence of research-based and best-practice program features, and challenges faced by candidates and educator preparation programs (EPPs) in implementing residency structures.

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