For example, if states choose to support
teacher preparation academies, then they would not be allowed to place any «unnecessary restrictions on the methods of the academy» which includes requiring faculty to have advanced degrees or placing any restrictions on
undergraduate or professional
course work.
6 At the same time, however, the 2015 National Survey of Student Engagement reported that students who were enrolled in educator
preparation courses rated the challenge level of their
courses higher than any group other than those preparing for health professions.7 This demonstrates a misalignment between high - achieving
undergraduate students and students in
teacher preparation programs and a disconnect between their respective views of the rigor of
teacher training.