ERIC Number: ED293804
Record Type: RIE
Publication Date: 1988-Apr-8
Reference Count: 0
State Characteristics Associated with Policies Restricting Entry to Teaching.
This paper looks at state-level reform efforts during the past decade, focusing particularly on teacher competency assessment policies. Six questions were addressed: (1) How restrictive are state policies beyond coursework for entering the teaching profession? (2) How do states vary on restrictions for entry to the teaching profession? (3) Are there regional patterns of policy restrictiveness? (4) What do the findings suggest about the relation of political groups and structure to policy restrictiveness? (5) Are there patterns of state characteristics associated with restructive policies, and do these vary by region? and (6) What do the findings suggest about the professionalization of teaching? Results revealed that states with the most restrictive policies are those where the policymaking process is dominated by a unified political elite, where the proportion of black students in the public schools is high, and where valuation of education is low. In most states, the application of restrictiveness across policy measures was inconsistent. Finally, professional educators are not associated with policy restrictiveness. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).