Research shows that teachers who obtain their credentials from preparation programs that provide extensive student teaching are more effective and stay in the profession longer than teachers prepared on faster tracks.
A new report from Educator Registered Apprenticeship (ERA) Intermediary, with the support of WestEd, New America and TEACHMEducation, examines how K-12 Teacher Registered Apprenticeships (RAs) “present a promising strategy for teacher recruitment and retention that prioritizes affordability while maintaining a strong focus on clinical practice.” The report looks at how five local educational agencies funded these apprenticeships and their effectiveness.
The report analyzed five programs throughout the country (none were in California) and found that each funded their RA programs differently. Most of the programs profiled used one-time funds to support initial launch and implementation, but several have secured sustainable funding sources that can provide long-term support.
Costs to run a TK-12 RA program can vary significantly based on available resources, program size, and the number of staff required for operation. All programs, however, need to consider the following key costs:
- Program design and implementation — The five programs in the report either paid directly for program implementation costs using one-time federal funding or recurring state funds, or districts covered start-up costs using one-time private funds.
- Progressive wages — Earning a living wage as an RA is a key feature of apprenticeship programs and gives apprentices the opportunity to enter the workforce with less debt. Districts in the study differed widely in the funds they have available to commit to apprenticeship programs. For example, a program in New Hampshire offers a tuition reimbursement of up to $2,200 for apprentices in addition to covering wage costs, whereas other districts primarily cover wages.
- Related technical instruction — These are funds used for apprentices’ education or certification, such as scholarships, loan forgiveness, tuition reimbursement, certification fees, textbooks and supplies. Each program in the study identified at least one scholarship or grant to cover some or all of the tuition costs for the related technical instruction required as part of the RA program. Other resources included the Free Application for Federal Student Aid, Pell Grants and Workforce Innovation and Opportunity Act Title I funds. In addition to these federal sources, some states also chipped in to cover costs.
- School-based personnel support — These funds provide stipends for school-based personnel who support apprentices, such as teacher mentors for apprentices, or school principals who oversee RA program administration. Three of programs fund teacher mentors for apprentices, which are typically paid for by recurring expenses in the form of district wages or available grants. The other two used recurring federal, state and local funds.
- Basic needs support — Used for basic living expenses such as housing, transportation, food and child care — these supports were generally funded by recurring funding options. However, none of the programs provided support to apprentices in this area. “Expanding the provision of basic services such as these can eliminate barriers to entry,” the report states.
Sustainability
While many programs rely on one-time grant funding to launch programs, it is important to think about sustaining funding for RA programs from the outset. Ensuring long-term sustainability requires identifying recurring funding sources and transitioning the bulk of ongoing program costs to those funding sources. One program secured $5 million in recurring state funding written into the state budget each year; another secured funding through district Human Resources funds.
Grants can provide the initial funds needed to establish staffing and supports and to fund one or multiple cohorts of apprentices,” the report states. “As a result, programs may be able to document early evidence of program success, which can be used to support efforts to secure long-term funding options from state and local funds. Each of the profiled programs approached sustainability in a different way, and some are further along in achieving their sustainability goals than others.”
Read the full report Educator Registered Apprenticeships: Funding Profiles for Five Program »
