Who Becomes a Teacher When Entry Requirements Are Reduced? An Analysis of Emergency Licenses in Massachusetts

Bibliographic Data

ID9732870
AuthorsOlivia L Chi (0009-0003-4144-8338, Boston University, Boston, MA), Andrew Bacher-Hicks (0000-0002-8293-8734, Arnold Ventures, New York, NY, corresponding author), Ariel Tichnor-Wagner (0000-0001-8280-2696, Boston University, Boston, MA), Sidrah Baloch (Boston University, Boston, MA)
Year2025
Volume54
Issue8
Pages461-471
Publication date2025-11-01
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x251346091
OpenAlexW4411323036
LanguageEN
References cited16

The COVID-19 pandemic disrupted teacher candidates’ ability to complete licensure requirements, prompting many states to temporarily reduce professional entry requirements to avoid teacher shortages. This study examines the emergency teaching license in Massachusetts, which allowed individuals with only a bachelor’s degree to enter the teacher workforce. Findings reveal that emergency licenses increased teacher supply by employing individuals previously unable to pass licensure exams and by attracting new interest in the profession. Teachers hired with emergency licenses were more ethno-racially diverse than traditionally licensed peers and showed strong intentions to pursue permanent licensure and remain in the profession. These findings suggest that revising initial entry requirements could be an effective strategy to expand the teacher workforce, particularly among teachers of color

Mathematics education · Statistical analysis · Statistics · Mathematics · Psychology · Teacher Education and Assessments

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