For instance,
the number of alternative certification programs, that offer a teaching license without completing a traditional teacher certification program, and their graduates have skyrocketed since the Bush administration first published their America 2000 educational strategic plan, widely promoting their use to meet the growing need for certified teachers.
Though the improving economy might play a role in this shift, factors such as the short - term commitment requirements of TFA members, the placement of inexperienced teachers in high - needs and hard - to - staff schools, and the increasing
number of alternative certification programs, have all contributed to this drop.
Although no state has abandoned its traditional
certification programs in response to calls for broader recruitment paths into education, all but three states have set up some kind
of alternative certification pathway, and the
number of alternatively certified teachers has steadily grown.
Highly Qualified Teachers Enrolled in
Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school di
Programs Providing
Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school
Alternative Routes to Teacher
Certification or Licensure (2015) summarizes state - and district - level data on the
numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in
alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school
alternative route
programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school di
programs for three groups
of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational
programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school di
programs for English learners (ELs) under Title III
of the Elementary and Secondary Education Act
of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school districts.