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ERIC Number: ED405308
Record Type: Non-Journal
Publication Date: 1996-Jun
Pages: 35
Abstractor: N/A
Reference Count: N/A
Teacher Certification: Does It Really Make a Difference in Student Achievement? Issue Analysis.
Bradshaw, Lynn; Hawk, Parmalee
This report describes current practice regarding requirements for teaching nationally and in North Carolina, and summarizes research comparing traditionally prepared (TP) teachers and those who enter teaching through alternative routes (ALT). These comparisons revealed that alternative programs attracted a large number of candidates, including higher proportions of males and minorities than traditional programs, and that test scores of alternative candidates were strong. Classroom performance data were mixed but showed few differences after the first year between the performance of ALT and TP beginning teachers. Some studies found little difference in test scores for students of TP and ALT teachers while other studies showed mixed results. North Carolina studies reported a constant pool of licensed teachers who did not teach in public schools upon graduation, and a growing rate of attrition among those who did; at the same time, there has been a 12 percent increase in alternatively prepared teachers over the past 10 years. These teachers need support and training from such efforts as local staff development, and collaboration between school districts and university teacher training programs. Three programs for alternative routes to licensure are described (Teach for America, Project ACT, and Troops to Teachers). Nine key issues for policymakers are suggested. A chart shows the options offered by North Carolina public colleges and universities to prospective teachers with a degree in a field other than education. (Contains 74 references.) (ND)
Publication Type: Information Analyses
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: ENCCARE, Greenville, NC.
Identifiers - Location: North Carolina