Arizona teacher residency touted as a tool to cut attrition and boost classroom outcomes

Dr. Victoria Dyson Homer, founding director of the Arizona Teacher Residency at Northern Arizona University, told the state Committee on Education that high‑quality, practice‑based teacher residencies can raise retention and classroom performance and offered preliminary Arizona program results. "When you're more prepared, you're much less likely to burn out," Homer said, summarizing national research and local data.

Homer framed the problem with state and national comparisons, saying roughly one‑third of Arizona teachers are uncertified or inappropriately certified — up from about one‑quarter three years earlier — and that Arizona had a 14.5 percent attrition rate in 2025 versus an 8 percent national average. She estimated recruiting and replacing one teacher costs districts $12,000 to $25,000, and that the loss of 8,600 teachers in the prior year implies replacement costs in excess of $100 million per year (figures presented as testimony by Homer).

The residency model Homer described combines a district partnership, a year‑long apprenticeship under a supervising teacher, cohort coursework and paid supports so residents can learn on the job without incurring large debt. She cited research showing residency graduates stay in the classroom at higher rates — programs affiliated with the National Center for Teacher Residencies retain roughly 81 percent of graduates after three years, she said — and summarized the Arizona program’s early outcomes: the NAU residency launched in 2022, provides tuition toward a master’s degree and two years of induction mentorship, and — according to Homer’s testimony — about 95 percent of residents complete the residency year and a high share remain teaching in partner districts in years two and three.

Homer highlighted the Texas experience as a comparative example, asserting that large state investments in residencies, stipends and pay steps helped reduce uncertified hires and improve outcomes; she noted a recent Texas funding package and described that state’s multi‑year investments (a funding figure was cited in testimony and should be independently verified). Homer said Arizona’s program has four cohorts and partner districts including Cartwright, Tempe Elementary, Maricopa, Osborne and Roosevelt.

An external evaluation by the American Institutes for Research (AIR) is collecting achievement and survey data, Homer said, and early survey results from students and principals in partner districts indicate residents report greater preparedness and that students report improvements in engagement and sense of safety. "We now have proof of concept here in Arizona," she said, urging lawmakers to consider scaling supports that pair extended practice, coaching and meaningful pay progression.

The committee followed with detailed questions about whether Texas outcomes were driven by residency investments and whether pay schedules and performance pay in other states affected retention. Homer said Texas combined pay increases for experience with performance bonuses and emphasized the need for state and district strategies to target high‑need fields such as special education. AIR’s formal academic outcome reporting, Homer said, is pending.

Committee members praised the residency elements that increase in‑class practice and in‑person cohort coursework and asked staff to return with more data on cost and outcomes. The committee did not take any immediate fiscal action during the presentation; Homer said the AIR evaluation will provide additional evidence lawmakers can use in future budget deliberations.