Overview

“Grow-your-own” apprenticeship degrees—such as those offered by Reach University—represent a promising way to address persistent teacher shortages in rural communities. Reach University typically recruits existing school staff members (nonteachers), allowing apprentices to draw on their practical experience in school settings while they complete virtual courses that lead to a degree and a teaching license.

This study seeks to identify the elements that define high-quality teacher-apprenticeship-degree models. It will examine how teacher-apprenticeship-degree programs are designed and adapted across different contexts, the features that characterize strong programs, and the factors that keep apprentices enrolled and help them graduate.

Findings from this study will inform rural communities seeking sustainable solutions to teacher staffing challenges, organizations designing or refining teacher apprenticeship programs, and institutions exploring alternative credential pathways. They will also be of interest to state education and workforce agencies making decisions about program expansion, as well as federal policymakers shaping the future of apprenticeship systems.