Education Drivers

Professional Certification / Licensing

All states in the United States require teachers to be licensed. Each state certifies teachers within that state. No national standards exist so each state is responsible for training. Teacher preparation models generally fall into three categories: (a) 4-year bachelor’s degree credential, (b) 5-year post–bachelor’s degree credential, and (c) alternative credential. The alternative model, created to meet critical teacher shortages, differs from the first two models by teachers receiving formal teacher preparation coursework while being employed in the classroom. Research reveals no substantial difference in the quality of teachers produced by these various credential models. Two national organizations have the mission to improve preparation programs through accreditation: National Council for the Accreditation of Teacher Education (NCATE) and Teacher Education Accreditation Council (TEAC). In an attempt to ascertain the overall quality of training provided by different programs, National Council on Teacher Quality (NCTQ) publishes a comprehensive evaluation of preparation program quality. The Teacher Prep Review ranks 1,612 undergraduate and graduate elementary and secondary programs that produce 99% of teachers who get traditional pre-service training in the United States.

Publications

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Effective Teachers Make a Difference

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.

 

Data Mining

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Does National Board for Professional Teaching Standards (NBPTS) Certification Make a Difference in Student Achievement?
The review compared the performance of NBPTS certified teachers and a control group of non-certified teachers and the role certification has on student achievement.
States, J. (2011). Does National Board for Professional Teaching Standards (NBPTS) Certification Make a Difference in Student Achievement? Retrieved from does-national-board-for.

 

Presentations

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What We Know About Teacher Preparation Programs
This paper examines effective teaching, how to impart these skills, and how to best transition teachers into the classroom. Preparation practices are analyzed to determine how well we are succeeding in preparing teachers.
States, J. (2010). What We Know About Teacher Preparation Programs [Powerpoint Slides]. Retrieved from 2010-aba-presentation-jack-states.
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National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment, December 2008
This study examines whether having a teacher with National Board for Professional Teaching Standards (NBPTS) certification improves student achievement.
Cantrell, S., Fullerton, J., Kane, T. J., & Staiger, D. O. (2008). National board certification and teacher effectiveness: Evidence from a random assignment experiment (NBER Working Paper 14608). Cambridge, MA: National Bureau of Economic Research.
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National Council on Teacher Quality (NCTQ)

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

New No Child Left Behind Flexibility: Highly Qualified Teachers
This is a fact sheet on policies giving teachers greater flexibility in demonstrating that they are highly qualified.
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