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Go to the Glossary for more information about terms used on this page. Go to the How to Use Dashboards page for tips on how to search and view data on this page. For educators prepared in California, completing a Commission-approved educator preparation program is required to earn a credential or authorization.
Subject matter programs do not lead to a credential but completion of such programs may be used to meet the subject matter competency requirement for a teaching credential. To view the number and list of currently offered educator or subject matter preparation programs, click the tabs below. Using the drop down menu below, select an institution to view its data dashboard. Use the data dashboard below to explore information about an institution such as its accreditation status, contacts, approved programs, credentials and authorizations issued, and the Reading Instruction Competence Assessment RICA and Teacher Performance Assessment TPA pass rates for program completers.
Still, there are significant differences in scale between these three operator categories. These differences are particularly striking for enrollment, with for-profit operators enrolling more than two-thirds of the students in this sector while only operating 12 percent of programs.
In the next section, the authors take a closer look into for-profit, non-IHE alternative certification programs. As noted in the previous section, for-profit organizations operate 26 non-IHE alternative certification programs and enroll about two-thirds of all students in this sector. These 26 programs are located in just nine states, with 17 programs operating in Texas alone. The number of states that have non-IHE alternative certification programs run by for-profit organizations has increased since , when programs only existed in five states.
Texas Teachers of Tomorrow plays a large part in the domination of this sector: Without its inclusion, for-profit providers in Texas enroll 64 percent of students in the sector. The remaining three states where for-profit organizations do not enroll a majority of students in the non-IHE alternative certification sector are North Carolina, South Carolina, and Nevada.
The authors also compared enrollment in the for-profit, non-IHE alternative certification sector to enrollment in the teacher preparation program sector as a whole in these nine states. In Texas, for-profit, non-IHE alternative certification programs enroll about 64 percent of the , students in teacher preparation programs. Without the large Texas Teachers of Tomorrow program, the share of students in for-profit, non-IHE alternative certification programs in Texas drops to about 18 percent.
In Louisiana, for-profit, non-IHE programs enroll 15 percent of the 6, students in state teacher preparation programs, with the share being even lower in the remaining seven states: Hawaii at about 8 percent; Nevada at about 6 percent; Michigan, South Carolina, and Indiana all at about 2 percent; Arizona at 0.
Overall, the authors found that for-profit operators actually exist in a very limited number of states, despite being responsible for a high percentage of enrollment in the non-IHE alternative certification sector.
However, in the past year, non-IHE alternative certification programs run by for-profit organizations have expanded from five to nine states—largely due to the expansion of programs run by Teachers of Tomorrow LLC into more states. In most of the nine states where for-profit, non-IHE alternative certification programs are operating, they dominate the non-IHE alternative certification sector but remain a small share of the broader teacher preparation sector.
Texas is the exception, largely because the Texas Teachers of Tomorrow program is so big that it makes the for-profit, non-IHE alternative certification sector a significant presence in the Texas teacher preparation sector. There is no formal observation or supervised teaching experience necessary before students can enter the classroom and teach on their own as they finish completing program requirements.
Although it may be tempting to consider teacher preparation programs that have moved online as a result of the pandemic as now comparable to programs such as Teachers of Tomorrow, it is important that policymakers incentivize teacher preparation programs to retain an emphasis on quality and to continue to provide teacher candidates with supervised teaching experience and in-depth instruction to the extent that it is safe and possible. Teachers of Tomorrow LLC is actively looking to expand into more states and has seen some success already between and Given existing concerns about this model and for-profit institutions that operate primarily online, policymakers should be wary of welcoming for-profit teacher preparation programs into their state and be thoughtful about maintaining strong regulations on or oversight of existing programs.
With a better understanding of the operators in the non-IHE alternative certification sector, the authors next wanted to know in which states these programs are operating. As shown in the map below, non-IHE alternative certification programs operate in 32 states plus Washington, D.
Most of them have relatively few non-IHE alternative certification programs, with about 80 percent operating fewer than 10 programs. In fact, six states operate only one program in the non-IHE alternative certification sector. In contrast, seven states have 10 or more programs in the non-IHE alternative certification sector. Texas leads that group with the most programs at 42; the other six states with at least 10 programs are West Virginia, Georgia, Colorado, Maryland, Massachusetts, and California.
In addition to the number of programs, the authors also analyzed what enrollment in non-IHE alternative certification programs looks like across states.
About 70 percent of states have less than 1, students enrolled in their non-IHE alternative certification sector, while 10 states have more than 1, students enrolled. Texas again has the greatest enrollment with 71, students, followed by North Carolina with 7, students; Florida with 3, students; Georgia with 2, students; Louisiana with 1, students; South Carolina with 1, students; California with 1, students; Nevada with 1, students; Missouri with 1, students; and Idaho with 1, students.
For all states, the authors also analyzed the percentage of enrollment in non-IHE alternative certification programs as part of the statewide enrollment total in all three types of teacher preparation programs. The results found that eight of the 10 states identified above as having the highest enrollment in non-IHE alternative certification programs are also among the top 10 states where enrollment in non-IHE alternative certification comprises the greatest share of total enrollment in teacher preparation.
North Carolina has the next highest share, with enrollment in non-IHE alternative certification programs comprising just under 40 percent of total enrollment in statewide teacher preparation programs. The percentages for the remaining six high-enrollment states are as follows: 27 percent in Louisiana; 25 percent in Idaho; 20 percent in South Carolina; 19 percent in Nevada; 17 percent in Florida; and 16 percent in Georgia.
Similar to previous analyses, Texas Teachers of Tomorrow plays a large role in non-IHE alternative certification programs enrolling a majority of the students in Texas teacher preparation programs; without Texas Teachers of Tomorrow, enrollment in Texas non-IHE alternative certification programs would comprise about 28 percent of statewide enrollment in teacher preparation programs instead of 67 percent.
Only three states—Texas, Georgia, and California—have both high enrollment in non-IHE alternative certification programs and a high number of these programs. Other states have either many smaller programs or a few big programs. Colorado, for example, has 18 programs enrolling only students, while Florida has one program that enrolls 3, students. This analysis provides a preliminary overview of what the non-IHE alternative certification sector looks like in the states that have such programs.
The sector is not present in every state, and in the majority of states where it is present, there are usually only a small number of programs operating. Again, Texas stands out as a state that has a lot of programs in the non-IHE alternative certification sector, and enrollment in these programs is high even compared with the teacher preparation sector generally in the state.
Although most teachers of color graduate from traditional preparation programs, which enroll about 75 percent of teacher preparation program students, alternative certification programs—both IHE-based and non-IHE-based—enroll a higher percentage of students of color than do traditional programs. The authors analyzed enrollment numbers disaggregated by race and ethnicity provided as part of the HEA Title II reporting for the three types of teacher preparation programs.
Race and ethnicity labels in this section reflect those used by Title II. As a note, in this section, enrollment does not include completers because data on completers is not disaggregated by race and ethnicity. Additionally, reporting race and ethnicity information is voluntary, and the sum of disaggregated enrollment in each teacher preparation program sector does not equal the reported total enrollment in the sector.
As shown in Figure 8, IHE-based alternative certification programs enroll the highest percentage of students of color at about 45 percent. Enrollment of students who identified as Hispanic or Latino represented the largest group at Students who identified as Black or African American represented In addition, 4.
Non-IHE alternative certification programs were not far behind, with people of color comprising about 44 percent of enrolled students. Enrollment of students who identified as Black or African American was highest at Traditional programs serve the lowest percentage of students of color at about 29 percent, although it is worth noting that since enrollment is greater overall in traditional programs than in alternative certification programs, traditional programs still enroll the most students of color.
Enrollment of students who identified as Hispanic or Latino was greatest at In addition, 2. Among students of color, Black and Hispanic students make up the highest percentage of enrollees in teacher preparation programs. IHE-based alternative certification programs enroll the highest percentage of Hispanic students at Enrollment of Asian students in all three program types came to somewhere between 2 percent and 4 percent.
Alternative certification programs enroll a higher percentage of students of color, possibly because they feature benefits such as greater flexibility and lower initial costs, which may be attractive to students of color who face a high student debt burden.
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