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Michigan allowed in-state candidates to teach under temporary certificates prior to passing licensure exams and provided flexibility in student teaching requirements. The study assesses effects on teacher supply, diversity, retention, and effectiveness. 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Strunk, University of Pennsylvania  \nTechnical Report Published March, 2025  \nEPIC | Education Policy Innovation Collaborative  \nMichigan Teacher Licensure, Retention, and Effectiveness During the COVID-19 Pandemic  \nMarch 2025  \nEducation Policy Innovation Collaborative  \nCOLLEGE OF EDUCATION | MICHIGAN STATE UNIVERSITY  \n236 ERICKSON HALL, 620 FARM LANE, EAST LANSING, [MI 48824 | www.EPICedpolicy.org](MI 48824 | www.EPICedpolicy.org)  \nMichigan Teacher Licensure, Retention, and Effectiveness | March 2025  \nACKNOWLEDGEMENTS  \nThe authors wish to acknowledge the many people who graciously gave of their time in support of this effort. We are especially grateful to our partners for their collaboration and thoughtful feedback. In particular, we would like to thank Delsa Chapman, Sue Carnell, Michael Rice, Kate Boswell Gallagher, Kelli Brozanski, Ann Green, and Sean Kottke from the Michigan Department of Education and Heather Handley, Zohre Salehezadeh, Trina Anderson, and Tom Howell from the Center for Educational Performance and Information.  \nDISCLAIMER  \nThe Education Policy Innovation Collaborative (EPIC) at Michigan State University is an independent, non-partisan research center that operates as the strategic research partner to the Michigan Department of Education (MDE) and the Center for Educational Performance and Information (CEPI) . EPIC conducts original research using a variety of methods that include advanced statistical modeling, representative surveys, interviews, and case study approaches.  \nThe research reported here was supported by the Joyce Foundation and the Institute of Education Sciences, U.S. Department of Education to Tulane University through Grant R305C180025 . This study used data the Michigan Education Research Institute-Michigan Education Data Center (MERI-MEDC) structured and maintained. MEDC data are modified for analysis purposes using rules governed by MEDC and are not identical to those data that MDE or CEPI collects and maintains. The results, information, and opinions solely represent the author(s) and are not endorsed by, nor reflect the views or positions of, grantors, partners, MDE and CEPI, or any employee thereof. All errors are our own.  \nEPIC | Education Policy Innovation Collaborative  \nMichigan Teacher Licensure, Retention, and Effectiveness During the COVID-19 Pandemic  \nMatthew Guzman, EPIC, Michigan State University Tara Kilbride, EPIC, Michigan State University Salem Rogers, EPIC, Michigan State University Katharine O. Strunk, University of Pennsylvania  \nABSTRACT  \nSchool closures and testing disruptions during COVID-19 prevented many teacher candidates from completing certification milestones, prompting many states to waive or alter licensure requirements to prevent losses of new teachers for the 2020-21 school year. Michigan allowed in-state candidates to teach under temporary certificates before passing licensure exams and granted flexibility in student teaching requirements. This study examines the impact of these changes on teacher supply, diversity, retention, and effectiveness. We find that Michigan succeeded in maintaining its total supply of new teachers, but that the composition of teachers differed from past cohorts. The 2020-21 entry cohort was more diverse, but this was true for all certification types including those unaffected by policy changes. Teachers with temporary certificates had similar effectiveness ratings and retention rates as those with standard certificates. Truncated or otherwise-modified student teaching experiences may have had a more prominent effect on special education teachers than those with other specializations.  \nEPIC | Education Policy Innovation Collaborative  \nINTRODUCTION  \nIn the years leading up","cbCaicinWTWVR7I9","https://ap.wps.com/l/cbCaicinWTWVR7I9","pdf",785856,31,"English","# Acknowledgements\n# Disclaimer\n# Abstract\n# Introduction","[{\"question\":\"Why did many teacher candidates struggle to complete licensure during COVID-19 in Michigan?\",\"answer\":\"School closures and testing disruptions prevented many candidates from completing certification milestones, including licensure exams and student teaching placements required for certification.\"},{\"question\":\"What policy changes did Michigan make to address licensure during the 2020-21 school year?\",\"answer\":\"Michigan allowed in-state candidates to teach under temporary certificates before passing licensure exams and granted flexibility in student teaching requirements.\"},{\"question\":\"What did the study find about teacher supply and effectiveness under temporary certificates?\",\"answer\":\"Michigan maintained its total supply of new teachers, though the composition differed from past cohorts. Teachers with temporary certificates had effectiveness ratings and retention rates similar to those with standard certificates.\"}]","Michigan Teacher Licensure, Retention, and Effectiveness During the COVID-19 Pandemic | PDF",1792063184,78]