UTeach equips STEM majors with practical teaching experience and specially designed classes in math and science education. Photo Credit: UTeach Institute
Published February 13, 2026
The UTeach program is a nationally recognized teacher preparation program which launched in 1997 to address the shortage of qualified STEM teachers in U.S. secondary schools. By recruiting STEM majors and equipping them with practical classroom experience, specially designed courses in math and science education, and mentoring by master educators, the program produces graduates who really know their subject (math, science, computer science, etc.) and are well-prepared to teach it.
The program’s success led to the creation of the UTeach Institute, which drives expansion of the UTeach model into other states. Almost twenty years in, the Institute has established partner programs in 22 states — from Washington to Massachusetts to Florida — and has produced more than 9,500 graduates.
UTeach has expanded to 53 universities in 22 states and the District of Colombia.
Alabama Goes Big
While most partner states have one or two participating universities, Alabama is going big: In 2020, the Alabama STEM Council was created to identify and support education initiatives with the potential to strengthen the state’s STEM workforce. In 2022, Alabama’s state legislature committed $14 million over five years to establish new UTeach programs at six universities, while continuing to support an existing UTeach program at the University of Alabama at Birmingham.
Alabama’s strong commitment to the UTeach program comes in response to flagging student performance numbers (relative to the nation) and significant challenges in recruiting and retaining STEM teachers who can effectively engage and prepare students to pursue STEM careers.
Measuring Economic Impact
It’s easy to see how a program like UTeach — with its focus on deep STEM knowledge and practical training — will yield better STEM teachers for Alabama schools. What is perhaps less obvious is how the program could impact the Alabama economy over time.
To answer this larger, economic impact question, the Alabama STEM Council turned to the UTeach Institute, who partnered with the Bureau of Business Research at the IC² Institute to conduct an economic impact study. Their charge: Create an economic model to estimate the return on investment of Alabama’s UTeach program over the next 10 years, 2025-2034.
The resulting economic impact study includes a few key estimates:
- 800 UTeach graduates by 2034.
- 440 UTeach graduates who will remain in teaching.
- 210,000 students (K-12) who will be taught by the UTeach graduates.
- 6,300 additional students who will be influenced to pursue a STEM career as a result of being taught by a UTeach-trained teacher.
The central premise of the model is this: A larger supply of credentialed, well-prepared STEM teachers will inspire and enable more students to pursue STEM degrees and careers who otherwise would not have; this will lead to monetary benefits for workers in STEM-related fields and, ultimately, greater economic growth for the state. The study also calculates the cost savings of hiring UTeach graduates, who typically remain in the classroom longer than the average teacher.
A Strong ROI
The study reveals that by 2034, the end of the analysis period, Alabama’s investment is fully recovered, and the income from the expanded STEM workforce will contribute $11 million in annual benefits to the state. Plus, the state will realize almost $1 million in cost savings from reduced teacher attrition. The study’s bottom line: Alabama’s investment in UTeach will deliver educational and economic value and a positive ROI.
The study quantified our intuitive belief that UTeach is an effective educational program, especially when assessed over time. The cumulative ROI is quite impressive. What’s exciting, too, is that the methodology we applied here can be applied elsewhere, in other academic disciplines. — Matt Kammer-Kerwick, Bureau of Business Research Director
How Will Alabama Use the Study? (And what about Texas?)
“I hope what we will demonstrate is that systemic, state investments can bear tremendous fruit.”
Kimberly Hughes, director of the UTeach Institute since 2011, says that there are plans to use the economic impact study this year to inform Alabama legislators about positive return on investment. Hughes also believes that Alabama should request a future study. “I hope the state will be interested in funding a follow-up study that actually tests the model against the data — that would be a few years down the road, once we begin to see graduates entering the work force. She adds, “I hope what we will demonstrate is that systemic, state investments can bear tremendous fruit.”
And what about Texas — are there any plans to conduct a similar study? “Yes!” Hughes said, “we’ve just submitted a proposal to try to get some funding to replicate the Alabama study here in Texas.”
Education and Economic Development: Connecting the Dots
The Alabama study effectively establishes a direct link between investment in STEM education and a stronger economy: Create better, more prepared, STEM teachers who will remain teachers > Inspire and enable more students (K-12) to major and work in STEM fields > Create a higher-paid work force > Strengthen local and state economy.
Hughes explains why this kind of analysis is important:
“There’s a real need for better understanding across the U.S. about how investments in educator development are connected to workforce and economic development. Making that link more concrete will provide vital information to state leaders, policy makers, even business and industry, so that investments can be smartly targeted in ways that are linked to economic development.” – Kimberly Hughes, UTeach Institute Director