This brief by Bank Street College of Education presents findings about the recent growth in teacher fast-track programs and their negative effect on the quality of education students receive. This brief highlights that financial incentives and work stability attract students to fast-track teacher programs, yet teachers are often placed in schools that primarily serve students of color and students from low-income backgrounds. This process creates a deficit in the quality of education the students receive. The brief suggests that ESSER funds be used to correct this problem by creating teacher residency programs in which prospective teachers are guided by an experienced teacher for at least one year. The brief also supports these suggestions with evidence that teacher residency programs can diversify the teaching force, reduce teacher turnover, and improve instructional outcomes.