This research brief from University-School Partnerships for the Renewal of Educator Preparation (US PREP) examines the organization's work transforming teacher preparation through yearlong residencies and strategic staffing across coalition universities and school districts. This brief is situated within ongoing concerns about teacher quality, retention, and equitable K–12 student achievement, particularly for learners from historically marginalized groups. Drawing on studies from Texas Tech University and the Education Policy Initiative at Carolina, this brief reports that teachers prepared through the transformed residency model produced stronger reading and math outcomes for students from marginalized groups and were significantly more likely to remain teaching for a third year, saving Texas an estimated $40 million annually in hiring and induction costs. Additionally, the authors explain that strategic staffing reallocates district funds to sustainably pay residents, with over 2,100 residents supported. This resource may benefit educator preparation programs, school district leaders, and state policymakers seeking scalable, evidence-based teacher preparation reforms.