As we prepare to show our appreciation for teachers across the state during Teacher Appreciation Week (May 4–8), it’s worth considering how we measure that appreciation. Beyond celebrations and recognition, one of the clearest indicators is whether teachers choose to stay in the classroom year over year. Retention remains a powerful signal of whether districts are meeting the needs of their educators. Research has shown that teachers who enter the classroom well-prepared and supported early in their careers are more effective, more confident, and more likely to remain in their districts and in the profession. Findings from the Learning Policy Institute Texas reinforce this connection, highlighting the relationship between preparation pathways and long-term retention. 

State and national data reflect this trend. In Texas, the Teacher Retention Dashboard provides insight into retention patterns across certification and preparation pathways. Teachers who enter through traditional, university-based preparation pathways tend to have higher retention rates than those entering with limited pre-service experience. At the same time, the composition of the teacher workforce continues to shift, with more new teachers entering through alternative certification routes or without full certification. This evolving pipeline presents both a challenge and an opportunity for districts working to stabilize their workforce. 

Teacher turnover is not just a staffing issue, it is also a financial one. Districts must continually invest in recruiting, hiring, onboarding, and supporting new teachers to replace those who leave. According to the Learning Policy Institute, a mid-sized district with 1,000 teachers and average turnover may spend nearly $2 million annually managing turnover-related costs. In a constrained funding environment, improving retention is one of the most effective ways to protect resources and maintain program continuity.

Recognizing this connection, the 89th Texas Legislature established the Preparing and Retaining Educators through Partnerships (PREP) Program Allotment under House Bill 2. The program is designed to support teacher recruitment, preparation, and mentorship through partnerships between school systems and educator preparation programs. Participation is optional for eligible school districts and open-enrollment charter schools.

TEA has developed implementation resources to support participating districts, including a dedicated program webpage, related guidance materials, and ongoing communications such as newsletters and program updates. TEA released it’s most recent PREP Program Allotment Newsletter on April 28, 2026.

Approximately half of Texas districts were approved for one or more PREP pathways for the 2026–27 school year, with additional opportunities expected in the upcoming LASO V application cycle. For districts that were approved, the next critical step is submitting the Verification of Participation (VoP) by May 31. This process includes a finalized or draft Memorandum of Understanding (MOU) with educator preparation partners. Districts that are still working through local approval processes may submit a draft MOU, with a finalized version to follow.

Teacher Appreciation Week is an opportunity to recognize the critical role educators play, but it is also a reminder that meaningful appreciation extends beyond a single week. By investing in strong preparation pipelines and early-career support, districts can improve retention, stabilize their workforce, and better position themselves to meet the needs of students and communities.