In this blog, KA’s intern, Chris Bezedeanu, and Ryan Miskell from WestEd discuss the collaborative efforts between WestEd and the Ohio Department of Education to support the Troops to Teachers program, an initiative that aimed to help eligible military personnel begin new careers as teachers in PK-12 public schools. The blog was edited by Antoinette Williams.

Bezedeanu: What is the Troops to Teachers (TTT) program?

Miskell: The TTT program was created in 1993 by the Departments of Education and Defense to help servicemembers, military retirees, and other veterans gain education and start new careers as teachers in PK-12 public schools because it can be difficult and challenging for servicemembers to understand all of the options for becoming a teacher. TTT provided a pipeline for veterans seeking to enter the classroom. While TTT was not a certification program, the program sought to make the process of becoming a teacher as simple as possible. TTT supports included counseling on the process of becoming a teacher as well as financial stipends and bonuses. The stipends (up to $5,000) were to help veterans pay for expenses required to get a relevant education degree, certification, or licensing and the bonus (up to $10,000) incentivized teaching in a high-need school. In all cases, the total financial support (bonuses and stipends) was capped at $10,000.  All TTT services were offered at no cost to servicemembers. Fifteen states operated TTT programs, and several additional states formed TTT grant consortiums.

Bezedeanu: How was the program implemented in Ohio and what set it apart?

Miskell: Veterans received support from Ohio Department of Education (ODE) staff, who guided them through the process, from identifying TTT as an appealing program to navigating credentialing, securing placements, and preparing for interviews. This support was invaluable, especially for veterans transitioning back into civilian life. Secondly, Ohio passed legislation that increased starting pay for veteran teachers and offered in-state tuition rates for veterans and their families. Over time, it was hoped that this financial aid would alleviate the financial burden associated with obtaining or renewing teaching credentials. Lastly, Ohio bolstered its program by focusing dedicated coordinators on specific regions.

Bezedeanu: In 2021 WestEd, the Ohio DOE asked WestEd to evaluate the TTT program. What methods did you employ and what did you find?

Miskell: WestEd developed and implemented a comprehensive mixed-methods evaluation aligned with the Ohio TTT program goals. WestEd researchers employed a variety of data collection methods, including surveys, interviews, and analyses of extant data. A final report with findings and recommendations was presented to ODE in July 2021.The evaluation allowed us to provide evidence of the program’s impact and identify areas for improvement. The Ohio DOE and the individuals involved in implementing these programs have shown a remarkable commitment to understanding not only the program’s goals but also the needs and aspirations of the veterans it serves. Their active involvement in the evaluation process allowed for a comprehensive understanding of who the program was reaching, how it could be further improved, and how the developed resources contributed to achieving shared goals and fostering successful opportunities.

Bezedeanu: Where do you feel the TTT program was most effective in meeting its mission of increasing educator diversity and creating new pathways for veterans to become educators?

Miskell: From my perspective, one of the strengths of the TTT program lay in its ability to provide vital support and guidance to participants. Alternative preparation programs often leave individuals feeling somewhat isolated from the broader educational community within their schools and districts. By establishing a strong partnership with the state-level education department, TTT offered a lifeline to these aspiring educators. Drawing from my personal experience in joining the education field through an alternative preparation program, Teach For America, I know firsthand the significance of having trusted mentors and peers who can relate to the unique challenges faced in this pathway. Creating a sense of connection and belonging is crucial, particularly for younger educators. It was this sustained, targeted support that fueled the success of the TTT program, equipping veteran educators with the resources they needed to thrive in the classroom and beyond. Furthermore, TTT served as a vital link between the ODE and the realities of the classroom, allowing state-level officials to better understand the experiences of teachers. When decision-makers have firsthand knowledge of the challenges and triumphs within classrooms, the educational system as a whole can be strengthened. It was truly remarkable to witness the support and dedication this program received.

Bezedeanu: Do you see the potential for a similar program to be replicated in another state or another region of the country?

Miskell: Retaining educators will continue to be a challenge in the future, and programs like TTT can help address this issue. By identifying a population with valuable skills, the education community can benefit. Ohio’s targeted approach to attracting and retaining veterans as teachers, with solutions to overcome their unique barriers, was commendable. In order to replicate this program, other states should consider implementing touchpoints that effectively communicate opportunities to veterans and help them learn more about the program.

Bezedeanu: What’s the current status of the TTT program at the Federal level? 

Miskell: The TTT program authorization sunset in October 2020.

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It was then reauthorized in December 2021, via the National Defense Authorization Act for Fiscal Year 2022 but the Defense Department has not received funds to restart the program. However, the program still is currently operating at the state level, in a number of states, but with minimum staff and resources. The following states currently provide service members and veterans limited counseling and referral services: Alabama, Arizona, Colorado, Connecticut, Florida, Georgia, Kansas, Missouri, Montana, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Virginia, and West Virginia.

 

About WestEd

WestEd, a nonpartisan research, development, and service agency, works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults. As a national leader in research, development, and service, WestEd is reimagining solutions to a more equitable society by taking on the most demanding and enduring challenges in education and human development. WestEd works collaboratively systemwide to provide a broad range of services — research and evaluation, professional learning, technical assistance, and policy guidance — that are tailored to the needs of its clients.

Related Work

Strengthening the Data Use and Continuous Improvement Capacity of Teacher Preparation Programs

Launching the California Teacher Residency Grant Program: Findings from Year 1 (2019/20)

The NGEI Approach to Improving Teacher Preparation in the CSU Through a System of Supports

 

About Ryan Miskell: Dr. Miskell is a Research Associate at WestEd whose management, evaluative, and improvement work has encompassed a variety of evaluation designs and content areas, including charter and magnet schools, equity, family engagement, literacy, school climate and safety, and teacher preparation. Prior to joining WestEd in 2015, Miskell was a Post-Doctoral Fellow with the Oklahoma Center for Education Policy and a teacher with Tulsa Public Schools in Oklahoma. He holds a Bachelor’s degree in Political Science from American University and a Master’s degree in Education Administration and a PhD in Education Leadership and Policy from the University of Oklahoma.

About Antoinette Williams: Ms. Williams is a Senior Associate at Penn Hill Group. She provides project management, research, and advocacy support on a range of education issues for a variety of clients. She earned her Master’s degree in Education Policy from the University of Pennsylvania School of Education and her Bachelor’s degree in Political Science from Xavier University of Louisiana. She holds a Teaching English as a Foreign Language (TEFL) certification from the University of Toronto. She’s currently working on a Master’s degree in Applied Linguistics from the University of Massachusetts at Boston.

About Chris Bezdedeanu: Mr. Bezdedeanu is a graduate of the Maxwell School of Citizenship and Public Affairs at Syracuse University, where he studied Policy Studies and Citizenship and Civic Engagement. In college, he held executive positions on the Dean’s Team, worked on campus within the Office of Admissions for the College of Arts and Sciences, and interned for the Massachusetts Department of Elementary and Secondary Education.