## The Secretary's 

## Fourth Annual Report 

## On Teacher Quality

## 

## 

## 

## A Highly Qualified Teacher In Every Classroom

## 

## 

## 

## 

## 

## 

## 

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## U.S. Department of Education

## Office of Postsecondary Education

2005

This report was produced by Westat under U.S. Department of Education
Contract No. ED-00-CO-0116. David Chin served as the contracting
officer's technical representative.

**U.S. Department of Education**

Margaret Spellings

*Secretary*

**Office of Postsecondary Education**

Sally L. Stroup

*Assistant Secretary*

August 2005

This report is in the public domain. Authorization to reproduce it in
whole or in part is granted. While permission to reprint this
publication is not necessary, the citation should be: U.S. Department of
Education, Office of Postsecondary Education, *The Secretary's Fourth
Annual Report on Teacher Quality: A Highly Qualiﬁed Teacher in Every
Classroom*, Washington, D.C., 2005.

**To order copies of this report, write:**

ED Pubs, Educational Publications Center, U.S. Department of Education,
P.O. Box 1398, Jessup, MD 20794-1398;

Or via **e-mail**, send your request to: edpubs@inet.ed.gov;

You may also **call** toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). If
877 service is not yet available in your area, call 1-800-872-5327
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To **order online**, point your Internet browser to:
http://www.ed.gov/about/ordering.jsp.

This report is also available on the Department's Web site:

http://www.ed.gov/about/reports/annual/teachprep/2005Title2-Report.pdf.

This report is also available at: http://www.title2.org/index.htm.

On request, this publication is available in alternative formats, such
as Braille, large print, audiotape or computer diskette. For more
information, please contact the Department's Alternate Format Center
(202) 205-8113.

**A Message from the Secretary of Education**

Dear Colleague,

I am pleased to provide Congress and the American public with the
*Secretary's Fourth Annual Report on Teacher Quality* in the United
States. Two important laws currently provide the framework for measuring
the quality of U.S. teacher preparation: Title II of the *Higher
Education Act (HEA)* and the *No Child Left Behind Act of 2001 (NCLB)*.
The legislative challenge is clear: by 2006, nearly every major NCLB
requirement will be in place, including the requirement that all
teachers of core academic subjects be highly qualiﬁed. As a country, we
would not have been able to move forward with this ambitious goal
without the bipartisan support in Congress to allocate the resources to
put a highly qualiﬁed teacher in every classroom, one of President
Bush's and my highest priorities.

This report presents the most current national information provided by
the 50 states, the District of Columbia, and the outlying areas on the
quality of novice teachers entering the education field. Forty-nine
states have standards for teachers applying for initial certification.
All states and outlying areas but one now have some quality standards
for teachers. Progress is also evident in the number of alternative
pathways to teaching created by states, school districts, nonprofit
groups, and schools of education. Eighty-five percent of states now have
these programs.

This year's report highlights the essential principles for building
outstanding teacher preparation programs in the 21st century and focuses
on the critical teaching skills all teachers must learn. In particular,
all teacher preparation programs must provide teachers with solid and
current content knowledge and essential skills. These include the
abilities to use research-based methods appropriate for their content
expertise; to teach diverse learners and to teach in high-need schools;
and to use data to make informed instructional decisions. Successful and
promising strategies for promoting these skills include making teacher
education a university-wide commitment; strengthening, broadening, and
integrating field experience throughout the preparation program;
strengthening partnerships; and creating quality mentoring and support
programs.

Throughout America, teachers, school districts, local governments,
states, public and private entities, and institutions of higher
education are participating in a wide variety of initiatives that are
leading the way to improving traditional and alternative teacher
preparation programs and keeping good teachers in the nation's
classrooms. Many of these initiatives are identified in this report.
However, despite the progress being made, much remains to be done.

To reach our national goal, we must address the inequitable distribution
of teachers who are the most qualiﬁed and successful. Too often, the
least experienced teachers are leading the classrooms of our neediest
children. We must also ensure that we prepare teachers to teach subjects
where we currently have critical shortages, namely, mathematics and the
sciences. We must support newly trained teachers as they enter the
profession to help them through the critical first years of their
classroom work.

All children deserve highly qualiﬁed and effective teachers. Over the
last decade, there has been too little improvement in educational
achievement, and the achievement gaps between minority students and
their non-minority peers remain unacceptably large. We must continue to
work together through strong partnerships among states, school
districts, local governments, public and private entities, and
institutions of higher education to lead major reform efforts.

This year, we will begin to extend the momentum of NCLB to the nation's
high schools by setting higher standards, using annual assessments, and
improving teacher quality to increase student achievement. As we
undertake this next stage in education reform, let us commit ourselves
anew to our promise that our children will be educated and not just
required to go to school. Let us ensure that no child is left behind.

> Sincerely,
>
> Margaret Spellings
>
> Secretary
>
> U.S. Department of Education

## CONTENTS

Page

A Message from the Secretary of Education iii

List of Figures vii

List of Tables vii

Acknowledgments vii

Executive Summary viii

1\. Introduction 1

2\. Teacher Preparation 6

Building Outstanding Teacher Preparation Programs 7

Multiple Pathways to the Teaching Profession 9

Traditional Teacher Preparation Programs 9

Alternative Routes to Teacher Certification Programs 10

Highly Qualified Teacher Knowledge and Skills 13

Subject Matter Expertise 13

Using Research-Based Teaching Strategies 14

Interpreting Data to Make Classroom Decisions 15

Adapting and Individualizing Instruction for Diverse Learners 17

Teaching in High-Need Schools 18

Using 21st-century Skills 19

Strategies for Improving Teacher Preparation Programs 21

Make Teacher Education a University-Wide Commitment 21

Strengthen, Broaden and Integrate Field Experience throughout the
Preparation Program 23

Strengthen Partnerships 25

Provide Support Programs for New Teachers: Mentoring and Induction 27

Measure Successful Teacher Preparation by Assessing Student Performance
30

3\. Measuring Progress: State Teacher Quality Reporting 33

Number of Teachers Receiving Initial State Certification 33

Teacher Distribution: The Real Teacher Shortage 40

Teacher Retention 41

**Contents (continued)**

Page

State Certification Requirements 43

Content Area Expertise 44

Raising Standards for Teachers 46

Pass Rates on State Teacher Assessments 50

Number of Teachers on Waivers 51

Changes in the Waiver Definition 52

Ending the Use of Emergency and Temporary Licenses 56

State Identification of Low-Performing Teacher Preparation Programs 58

State Reporting on Alternative Routes to Teacher Certification 62

4\. The Federal Contribution to Teacher Quality 69

Teacher-to-Teacher 69

Workshops 69

The E-Learning Initiative 70

American Stars of Teaching 70

Research on Teacher Quality and Preparation 71

Funding Teacher Quality Initiatives 73

Looking Forward 77

References 85

Appendix A. Supplementary Data Tables 83

Appendix A1. Requirements for initial teaching certification or\
licensure: 2004 84

Appendix A2. Summary of regular route pass rates: 2002-03 68\
Basic skills pass rates: 2002-03 70\
Professional knowledge pass rates: 2002-03 72\
Academic content pass rates: 2002-03 74\
Other content pass rates: 2002-03 76\
Teaching special populations pass rates: 2002-03 78

Appendix A3. Classroom teachers on waivers, overall and by poverty
status of district, by state: 2003-04 99

Appendix A4. Number and percent of classroom teachers on waivers, by
subject area, by state: 2003-04 101

Appendix A5. Types of emergency or temporary licenses issued, by state:
2004 113

Figures

Figure 1. Percentage distribution of full-time public school teachers
with\
three or fewer years of teaching experience, by percentage of minority\
and economically disadvantaged students: 1999-2000 14

Figure 2. Number of teachers receiving initial certification, by top
five\
teacher-producing states and all other states: 2002-03 27

Figure 3. Percentage of teachers receiving initial certification who
were trained\
in another state, by percentage reported by state: 2002-03 28

Figure 4. States requiring content-specific bachelor's degrees for
initial certificates,\
by content-specific degree standard: 2004 34

Figure 5. Percentage of classroom teachers on waivers, overall and by
poverty\
status of district: 2003-04 41

Figure 6. Percentage of classroom teachers on waivers, by school
subject\
and level: 2003-04 42

Figure 7. States with emergency and temporary licenses, by renewal\
status: 2004 43

Figure 8. States implementing alternative routes to teacher\
certification: 2004 48

**Tables**

> Table 1. Number of teachers receiving initial certification, by state:
> 2002-03 26
>
> Table 2. Number of alternative route to teacher certification
> completers\
> reported, by state: 2002 through 2004 29
>
> Table 3. Summary of state policies on and status of teacher
> standards:\
> 2001 through 2004 36
>
> Table 4. Number of states that have set teacher standards in specific
> fields,\
> by grade level: 2004 37
>
> Table 5. At-risk and low-performing institutions, by state: 2004 45

Table 6. Characteristics of alternative routes to teacher
certification,\
by state: 2004 49

Acknowledgments

Each year, individuals, organizations, institutions of higher education
and state departments of education work with the Department of Education
to report on the outcomes of teacher preparation as required by Title II
of the *Higher Education Act* (HEA). The Department appreciates the
efforts of all the individuals who work throughout the year to collect
information about teacher quality.

Within the Department of Education, Helen Soulé in the Office of
Postsecondary Education directed the development of the report, with the
support of Dottie Kingsley, Ok-Choon Park and David Chin. The report was
prepared in coordination with the Office of the Secretary, the Office of
the Deputy Secretary, the Office of the Under Secretary, the Office of
Innovation and Improvement, the Institute of Education Sciences and the
Office of Elementary and Secondary Education. While many Department of
Education staff provided examples of best practices and reviewed this
report, the authors would like to give special thanks to Joseph Conaty,
René Islas, Michael Petrilli, Carolyn Snowbarger, Robert Stonehill and
Elizabeth Warner for their valuable feedback.

# On behalf of the Department of Education, Westat, under the leadership of Allison Henderson, manages the HEA Title II reporting system and the production of the report. Westat research staff Tamara Morse Azar, Elizabeth Buckland and Darcy Pietryka provided the data analyses, exhibits, graphs and narrative examples from the reporting system. Meredith Ludwig of the American Institutes for Research supported Westat in developing the report. 

# Executive Summary

*"The* No Child Left Behind Act *said that every child has the right to
a quality education and the chance to succeed in the 21st century. It
said that we should measure our children's progress from year to year,
so we can discover where they need help before it is too late. It said
that schools should be accountable for making sure every child reads and
does math on grade level. And when schools fall short of their
responsibilities, it said parents must be given information and
options." ---Secretary Margaret Spellings*

Since the enactment of *No Child Left Behind* and the Title II
accountability provisions of the Higher Education Act (HEA), the
Department has been collecting and analyzing data on the preparation of
novice teachers. This report summarizes the 2004 Title II accountability
data reported by state officials. The data show a picture of mixed
results:

-   The number of teachers receiving initial certification has remained
    fairly steady over the last four years, at about 300,000 annually;

-   Alternative routes to certification continue to grow and resulted in
    35,000 graduates; traditional programs reported 170,000 graduates;

-   There appears to be no overall national teacher shortage; however,
    teacher distribution shortfalls persist in certain subject areas and
    grade levels, as well as rural, urban, and outlying area locations;

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-   Five states (California, Florida, New Jersey, New York and Texas)
    produce approximately 38 percent of the nation's teachers. In 12
    states, more than 40 percent of their teachers come from
    out-of-state preparation programs;

-   All states and outlying areas except the Virgin Islands have some
    quality standards that apply to all teaching fields and grade
    levels;

-   Thirty-nine states require a content-specific bachelor's degree for
    at least one of their initial certificates; 15 states still have no
    content area bachelor's degree requirements for any of their initial
    certificates or licenses;

-   Overall, 3.5 percent of teachers are on waivers, with more teachers
    on waivers in high-poverty districts (5.2 percent) than in all other
    school districts (3.1 percent);

-   Despite increased attention to the high pass rates on teacher
    assessments (typically above 95 percent) and the low passing scores
    on these assessments, states have not raised the minimum passing
    score; and

-   The number of teacher education programs designated as low
    performing has decreased to 20, down from 25 in 2003.

> *". . . \[T\]he Department has been working with states to give them
> tools to help improve the quality of their teaching so that,
> ultimately, students benefit."*
>
> *---Secretary Margaret Spellings*

The federal government plays a key role in promoting teacher quality by
providing support to states, school districts, institutions of higher
education and others to improve teacher quality. The president's
proposed budget for fiscal year 2006 continues the federal commitment to
teacher quality by proposing:

-   \$2.92 billion for Improving Teacher Quality State Grants to help
    states ensure that all teachers of core academic subjects are highly
    qualiﬁed, as required by NCLB.

-   \$500 million for a new Teacher Incentive Fund, which would provide
    formula grants to reward effective teachers and create incentives to
    attract qualiﬁed teachers to high-need schools, as well as
    competitive grants to design and implement performance-based
    compensation systems that change the way school districts pay
    teachers.

-   Up to \$17,500 in student loan forgiveness for highly qualiﬁed math,
    science and special education teachers serving low-income
    communities.

-   \$164 million for Research, Development and Dissemination to
    maintain support for ongoing initiatives critical to the success of
    the NCLB Act, including research on reading comprehension,
    mathematics and science education, teacher quality and cognition and
    learning in the classroom, as well as a new program of
    field-initiated evaluations of promising education products and
    approaches to find out what works in the classroom.

-   \$14.8 million to support the Troops-to-Teachers program. The
    Troops-to-Teachers program administered by the Department of Defense
    helps train retiring military personnel to teach in high-poverty
    school districts.

-   \$44.9 million for Transition to Teaching grants to recruit and
    retain highly qualiﬁed mid-career professionals. This program
    supports alternative routes to teacher certification and other
    approaches to enable mid-career professionals and recent college
    graduates to transition to careers in teaching. These grants train,
    place and support teachers in high-need schools.

During the next four years, America will realize many of the promises of
NCLB. More children than ever before will be taught by a teacher who
meets the federal standards as highly qualiﬁed. While much of the work
of NCLB has focused on our elementary and middle schools, now, America
must do more to prepare high school students for graduation, especially
those most at risk of dropping out. Higher education is key to success
in the 21st century. The international economy of the 21st century is
competitive and, as our children become young adults, they must have the
skills developed through a strong education to keep our nation
competitive.

**1. Introduction**

This fall, our nation's 48 million children, full of hope and enthusiasm
about what they will learn and the new accomplishments they will
achieve, will enter the classrooms of more than 91,000 schools. The *No
Child Left Behind Act* (NCLB) and the bipartisan support it has received
committed this nation to a course of action that ensures all of our
children, regardless of race, income or native language, have the
opportunity to succeed in life. Teachers are at the forefront of this
bold new vision. More than two million teachers throughout the United
States enter their classrooms committed to inspiring and challenging
America's students. Daily, these dedicated individuals lead our children
into the worlds of learning to prepare them to be successful members of
the workforce and contributing members of our society. With our future
in their hands, our students deserve excellence in the classroom, and
our teachers deserve no less in their preparation for the classroom.
Therefore, the preparation and licensure of teachers is critically
important to our national goal of creating and sustaining a world class
system of education.

This report is about teachers. It is about how well our children's
teachers are prepared for the classroom, what kinds of licenses are
granted for teaching and how states are overseeing teacher preparation
programs and teacher licensing. It is also about accountability. Since
the enactment of NCLB and the Title II accountability provisions of the
*Higher Education Act* (HEA), the Department has been collecting and
analyzing data on the preparation of novice teachers.

However, this report is not just about numbers, it is also about what
states and institutions can do to guarantee our teachers are world
class. This year's report highlights innovative projects and reforms in
teacher preparation, recruitment and retention, as well as unique
solutions to the teacher shortages in critical subject areas and
geographical areas. The federal government plays a key role in promoting
teacher quality by providing support to states, school districts,
institutions of higher education and others to improve teacher quality
and by investing in education research. Information about the federal
commitment and proposed funding of critical initiatives is included in
this report.

Much has changed in the four years since the Department of Education
(the Department) began collecting national information on teacher
quality, due in large part to the passage of the 1998 reauthorization of
HEA and the landmark 2001 NCLB. Together, these laws provide a national
blueprint on how to ensure that there is a highly qualiﬁed teacher in
every classroom by the close of the 2005-06 school year.

Both HEA and NCLB are stimulating change in the methods and the manner
in which teachers are prepared. Common strands weaving throughout these
two groundbreaking laws include:

-   Promoting stronger standards and accountability in teacher
    preparation, teacher quality and teacher certification. HEA Title II
    legislation authorized the collection of objective data from every
    state and outlying area regarding teacher preparation and
    certification (see sidebar note 1 on HEA Title II reporting). The
    result is the first national systematic and comprehensive data
    resource about teacher preparation. By establishing a comprehensive
    definition of a highly qualiﬁed teacher, NCLB changed the language
    we use today to talk about teacher qualifications.

-   Supporting innovative models for multiple pathways into teaching,
    for alternative routes to teacher certification and for teacher
    development, both in-service and preservice. Funding in formula and
    discretionary grant programs supports innovation through
    partnerships between institutions of higher education and high-need
    schools and districts. These grant initiatives include the
    Mathematics and Science Partnership program and the Transition to
    Teaching program, as well as the State Agency for Higher Education
    (SAHE) grants that link higher education resources with high-need
    school districts to address the professional development needs of
    their teaching faculty.

-   Conducting research on effective models of teacher preparation. To
    evaluate teacher quality initiatives, NCLB has allotted resources
    for scientifically designed studies of delivery models and pathways
    to teacher preparation for novice teachers. The National Center for
    Education Evaluation (NCEE) within the Department's Institute of
    Education Sciences (IES) has begun a number of studies that will
    provide vital information about effective teacher preparation.

+-----------------------------------------------------------------------+
| ***[Sidebar Note 1]{.smallcaps}***                                    |
|                                                                       |
| **HEA Title II Reporting**                                            |
|                                                                       |
| *Three stages of gathering and reporting data were specified by the   |
| 1998 amendments to the HEA, which established the Title II            |
| accountability provisions. Once these steps are completed, the        |
| secretary of education prepares the annual report for Congress.*      |
|                                                                       |
| 1.  *Institutions of higher education report data to states,          |
|     including pass rates on state certification and licensure         |
|     examinations of their students completing teacher preparation     |
|     programs.*                                                        |
|                                                                       |
| 2.  *Using these reports, as well as state-maintained data, states    |
|     report to the Department of Education state certification and     |
|     licensure requirements for completers of traditional and          |
|     alternative teacher preparation programs, statewide pass rates on |
|     the most recent state assessments of graduates of teacher         |
|     preparation programs, as well as pass rates disaggregated by      |
|     institution and quartile rankings of their institutions based on  |
|     their pass rates, the number of teachers on waivers or emergency  |
|     and temporary permits, information on teacher standards and their |
|     alignment with student standards and criteria for identifying     |
|     low-performing schools of education.*                             |
|                                                                       |
| 3.  *The Department of Education verifies and analyzes the data.      |
|     Complete reports from each state are published on the Web at      |
|     http://www.title2.org/index.htm.*                                 |
+-----------------------------------------------------------------------+

Helping individuals who choose to become teachers realize their dreams
requires a partnership among institutions of higher education, private
and nonprofit entities, school districts, state departments of education
and the federal government. These partnerships succeed when each partner
commits to fulfill at least three important responsibilities:

-   They must set and maintain high standards;

-   Track and evaluate outcomes; and

-   Support flexible pathways to the teacher workforce.

There are no shortcuts to achieving the teacher quality goals set on
behalf of students in our nation's schools.

In this fourth report, three chapters link findings from the HEA Title
II reporting system with the promising practices of a variety of
projects throughout the country. Combined with the data from states,
this information provides a national report card on teacher quality.

Chapter 2 discusses teacher preparation programs offering both
traditional and alternative pathways to the teaching field and the new
approaches developed and implemented by innovative teacher preparation
programs. Increased innovation by new providers of teacher preparation
programs, driven in part by critical shortages, is changing the
traditional system. Further, NCLB provisions are stimulating a cultural
change, a shift toward a culture of achievement. Teacher preparation
programs are beginning to be measured by the ability of their graduates
to help students achieve.

While pathways to teaching may differ, there is broad consensus among
educators and policymakers about the essential knowledge and skills
required for effective teaching. Teachers must be grounded in the
content of the subjects they teach, use proven research-based strategies
to provide instruction, interpret data to make instructional decisions,
adapt instruction for diverse learners, know how to teach in high-need
schools and use 21st-century skills. Successful and promising strategies
for ensuring that preparation programs teach these skills include
developing a university-wide commitment to teacher education;
strengthening, broadening and integrating field experience throughout
the preparation program; strengthening partnerships; and creating
quality mentoring\
and support programs.

Chapter 3 presents a progress report on state policies regarding
certification standards, teacher assessments and multiple pathways to
the teaching profession. This chapter provides data on key measures of
progress, including pass rates on the most recent state assessments of
graduates of teacher preparation programs, the number of teachers
certified, teachers who have a waiver from full state certification,
states' requirements for certification, states' alignment of student and
teacher standards and teacher preparation programs determined by states
to be low performing. The data show that while challenges remain, states
have made progress in strengthening teacher standards and increasing
flexibility in the pathways to teaching.

Chapter 4 provides an update on the federal commitment to teacher
quality. Assistance and considerable resources have been dedicated in
three areas:

-   Providing clear guidance and support to states and institutions in
    the administration of the HEA Title II and NCLB laws affecting the
    preparation and certification of teachers;

-   Providing grants and technical assistance to help institutions and
    states train, recruit and retain effective teachers; and

-   Conducting ground-breaking research that will inform the teacher
    quality goals of standards, outcomes and flexibility, innovative
    practices and professional development for teachers.

*The* *Secretary's Fourth Annual Report on Teacher Quality* concludes
with a plan of action and the Department's next steps for ensuring that
there is a quality teacher in every classroom. There is no question that
teaching is a tough job, but the rewards are great. America's demand for
quality education must be accompanied by a strong commitment to support
its teachers. Our future depends on it.

2\. Teacher Preparation

"Teachers are the lifeblood of our nation\'s classrooms. These committed
and dedicated professionals are helping to shape our children\'s future
and our future. For that we owe them our highest regard, our highest
respect." ---First Lady Laura Bush

Ensuring that America's teachers are of the highest quality is an
important national priority because they hold the key to student
success. Effective teachers can increase student achievement and scores
on standardized tests. Simply put, good teachers matter, and multiple
research studies confirm that they matter a lot (Allen, 2003; Haycock,
1998; Sanders, 2004).

Because effective teachers are critical for improving student
achievement and success, states, school districts, public and private
entities, postsecondary institutions and the federal government expend
considerable effort and resources to promote and expand the knowledge,
skills and abilities of both novice[^1] and experienced teachers. Along
with this national commitment has come an increased focus on
accountability and results. NCLB requires that all teachers of core
academic subjects be highly qualiﬁed by the end of the 2005-06 school
year. Under the law, a highly qualiﬁed teacher is defined as one who
holds a bachelor's degree, has full state certification and has
demonstrated subject area competence in each subject taught. NCLB
provides a variety of ways for teachers to demonstrate content mastery
(see sidebar note 2). While the federal legislation is instrumental in
shaping national policy on teacher quality, it is the teacher
preparation programs that are molding America's future teachers. Quality
teacher preparation programs play a critical role in preparing effective
teachers.

+-----------------------------------------------------------------------+
| ***[Sidebar Note 2]{.smallcaps}***                                    |
|                                                                       |
| **How Teachers Can Demonstrate Subject Area Competency Under NCLB**   |
|                                                                       |
| *New elementary school teachers may demonstrate competency by passing |
| a state content assessment. New secondary school teachers may         |
| demonstrate competency in the subjects they teach by passing a state  |
| content assessment, or by holding an undergraduate major, or by       |
| completing course work equivalent to an undergraduate major, or by    |
| holding a graduate degree in the subject(s) taught. Veteran teachers  |
| at both levels may demonstrate competency by going through their      |
| state's High Objective Uniform State Standard of Evaluation (HOUSSE)  |
| procedure. (A summary of HOUSSE procedures for all states, and        |
| comparisons of the procedures across states, can be found at          |
| http://www.ecs.org/ecsmain.asp?p                                      |
| age=/html/educationissues/teachingquality/housse/houssedb_intro.asp.* |
+-----------------------------------------------------------------------+

**Building Outstanding Teacher Preparation Programs**

Historically, teacher candidates have been young undergraduate students.
Today, many teacher candidates enter teacher training from another
career or after completing a college degree in a field other than
education. No matter what their age or previous experience, all teachers
begin their career path by enrolling in a teacher preparation program.
Teacher preparation programs fall into two broad categories: traditional
route and alternative route. Traditional programs are generally offered
through a college of education as four-year undergraduate degrees. A
traditional teacher preparation program curriculum typically combines
subject matter instruction, pedagogy classes and field experience.
Alternative programs, which now account for close to 20 percent of new
teacher graduates, tend to enroll individuals who have subject mastery
but lack pedagogical skills. Those entering through an alternative route
to certification often teach while completing their pedagogy classes.

The national mandate to improve student achievement and to hold schools
and teachers accountable for results is causing significant changes that
have profound implications for the landscape of teacher preparation. To
meet federal and state accountability requirements and to achieve their
goal of producing successful teachers who improve the achievement of all
students, teacher preparation programs today must ensure that all new
teachers are not only highly qualiﬁed by the NCLB definition but also
possess new areas of knowledge and expertise previously not required of
teachers. When teachers enter the classroom today, they must be able to:

-   Demonstrate subject matter expertise as defined by NCLB and use
    proven research-based strategies appropriate to their content area
    expertise;

-   Interpret data, including assessment data, to make instructional
    decisions;

-   Adapt and individualize instruction for diverse learners;

-   Be prepared to teach in high-need schools; and

-   Use 21st-century skills.

    Each pathway to teaching may address these areas in a variety of
    approaches, but each must be addressed. Individual programs may
    reflect state priorities and standards, the perspectives of the
    institutions where teachers are prepared, or the specific talents
    and subject-matter expertise of the population the program is
    preparing. However within the variability of individual programs,
    research and practice confirm that sound teacher preparation
    programs that incorporate the following strategies prepare teachers
    who enter the classroom with the skills needed to succeed:

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-   Make teacher education a university-wide commitment;

-   Strengthen, broaden and integrate field experience throughout the
    preparation program;

-   Strengthen partnerships between stakeholders both within the
    postsecondary institution (for example, colleges of education and
    colleges of arts and sciences) and among external partners, such as
    schools, local governments and private and nonprofit agencies;

-   Create and maintain quality mentoring and support programs to
    sustain novice teachers during their tenuous first three years of
    teaching; and

-   Measure successful teacher preparation by assessing student
    performance.

This chapter presents an overview of the multiple pathways to the
teaching profession, discusses each of the skills that highly qualiﬁed
teachers must possess and expands upon the strategies for ensuring that
teachers enter the classroom with the skills they need to succeed.

Multiple Pathways to the Teaching Profession

Prospective teachers now have several avenues available to them to
pursue their careers. Regardless of whether an alternative or more
traditional route to teacher preparation is chosen, it is expected that
prospective teachers will gain the knowledge, skills and abilities
needed to effectively teach our nation's diverse student population.

*Traditional Teacher Preparation Programs*

Most commonly, teachers complete a program at a four-year college or
university. According to the National Association of State Directors of
Teacher Education and Certification (2004), there are 1,323
state-approved teacher preparation programs across the country.[^2]
Elementary teachers tend to complete all of their training requirements
through their colleges' schools of education, while secondary teacher
preparation programs tend to require a content area major through a
college of arts and science plus additional pedagogical training through
a school of education. Teachers in training typically go through a
period of student teaching, which is generally unpaid, and often are
required to take a battery of assessments before they receive their
degrees. According to state-reported data in the HEA Title II system,
170,235 prospective teachers completed a traditional teacher preparation
program in 2002-03.[^3]

However, not all teachers enter their profession through this
traditional process. Over the past two decades, alternative pathways
(often called alternative routes) to teacher certification have sprung
up across the nation. These pathways help to expand the pool of teachers
by targeting individuals interested in becoming educators who already
have a solid content-knowledge background but no teacher training.

*Alternative Routes to Teacher Certification Programs*

Alternative routes to teacher certification come in many shapes and
sizes---some differ from traditional programs only in the timing or
scheduling of course work, while others, like the New Teacher Project (a
national nonprofit organization that works with local education
organizations to increase and maximize the effectiveness of public
school teachers) use a completely different model. In November 2004, the
Department's Office of Innovation and Improvement published Alternative
Routes to Teacher Certification. This publication highlights six
programs from across the country that typify successful alternative
teacher preparation programs and summarizes the prevailing research on
components of effective alternative routes to teacher certification:

> Reviews of research generally conclude that the most successful
> alternative programs tend to have high entrance standards; afford
> extensive mentoring and supervision; give extensive pedagogical
> training in instruction, management, curriculum and working with
> diverse students; provide plenty of practice in lesson planning and
> teaching prior to a candidate taking on full responsibility as a
> teacher; maintain high exit standards and develop strong partnerships.

Prospective teachers going through alternative routes to certification
tend to hold a bachelor's degree and usually have a mastery of the
subject matter they will be teaching. However, they may lack pedagogical
skills in areas such as classroom management and differentiated
instruction. In contrast to the more traditional teacher preparation
programs, which have tended to be designed for young undergraduate
students, alternative routes to teacher certification are designed for
individuals like mid-career professionals, recent liberal arts graduates
and retired military personnel. To be considered fully certified to
teach while participating in an alternative route program, participants
must: (1) receive high-quality professional development that is
sustained, intensive, and classroom-focused in order to have a positive
and lasting impact on classroom instruction, before and while teaching;
and (2) participate in a program of intensive supervision that consists
of structured guidance and regular ongoing support for teachers or a
teacher mentoring program. Upon completing all the requirements of the
alternative route to teacher certification, participants generally are
granted full state certification.

Alternative pathways have been developed through state initiatives,
private entities and within the schools, colleges and departments of
education in public and private higher education institutions. Estimates
of the number of individuals completing alternative routes to teacher
certification vary from approximately 25,000 to 35,000 due to
definitional differences[^4] (U.S. Department of Education, 2004;
National Center for Education Information, 2004). Detailed information
on the characteristics of alternative routes to teacher certification is
provided in Chapter 3.

Historically, alternative routes to teacher certification were developed
to meet an urgent need for a teacher in the classroom. Often, the
individuals who completed these programs did not meet all state
requirements for teaching and were granted temporary or emergency
teacher licenses. While this does still occur, research now shows that
well-constructed alternative routes to teacher certification are
effective methods for fully preparing nontraditional teacher candidates
to enter our nation's classrooms while meeting state certification and
licensure requirements. Department of Education regulations determine
when participants in alternative routes to teacher certification may be
considered fully certified for the purposes of the highly qualiﬁed
teacher requirements.

Sidebar Note 3

**Department of Education Regulations Regarding Alternative Route
Programs**

*Teachers who are participating in alternative route programs to teacher
certification may be considered to meet the certification requirements
of the definition of a highly qualiﬁed teacher (and not be counted as on
a waiver) if they are permitted by the state to assume functions as
regular classroom teachers, but only for a specified period of time not
to exceed three years, and demonstrate satisfactory progress toward full
certification in their programs as prescribed by the state. Their
alternative route program must provide high-quality professional
development that is sustained, intensive and classroom-focused in order
to have a positive and lasting impact on classroom instruction, before
and while teaching. Teachers in such a program must also participate in
a program of intensive supervision that consists of structured guidance
and regular ongoing support for teachers or a teacher mentoring
program(Regulations for Title I, Part A, of the Elementary and Secondary
Education Act, 34 CFR 200.56).*

Today, many alternative routes to teacher certification are designed to
recruit teachers into shortage areas such as math and science and
special education or to increase diversity within the educational
workforce, including minority and male teachers. One program described
in the Department's Alternative Routes to Teacher Certification
publication is the Northeastern California Partnership for Special
Education, which offers an alternative route to teacher certification in
the form of an internship in special education. Its mission is to
"improve the quality of rural special education services to pupils and
their families." The Partnership comprises California State University,
Chico (CSUC), 57 education agencies (including school districts,
individual schools and counties), the California Commission on Teacher
Credentialing and the federal government. The program is rigorous and
specifically tailored to rural special education teaching. In its
recruiting, the program targets underrepresented groups in special
education, especially people with disabilities and men.

***[Sidebar Note]{.smallcaps}*** ***[4]{.smallcaps}***

**Northeastern California Partnership for Special Education, Chico,
California**

*The program begins with a preservice orientation on the CSUC campus.
Program participants or 'interns' then begin teaching full time, while
working toward a full credential by way of a highly structured,
organized, sequential learning experience. It typically takes two years
to complete the program, including summer school on campus.*

*The program has an emphasis on attracting homegrown talent. In its
recruitment efforts, the program deliberately targets groups that are
underrepresented nationally as special education teachers (especially
people with disabilities and men). The program also actively recruits
ethnically diverse candidates.*

*Many candidates in this program are career changers---notably from the
military and the dot-com industry---or people reentering the work force.
The average age is 40.*

*An excerpt from* Alternative Routes to Teacher Certification

Highly Qualified Teacher Knowledge and Skills

Subject Matter Expertise

Both NCLB and HEA Title II have turned the national spotlight on the
importance of teachers' knowledge of subject matter. Yet, despite
growing attention to teacher knowledge and the implementation of systems
of standards and tests that describe and measure expectations, recent
studies released through the National Center for Education Statistics
(NCES) show that students at various educational levels in the United
States continue to lag behind those in other countries and behind
expectations here at home in mathematics and science literacy, in
problem solving and in reading achievement (Lemke et al., 2004).

Education research shows that subject matter mastery is essential for
effective teaching (Allen, 2003; Sanders, 2004; Walsh, 2004). Multiple
studies have shown a connection between teachers' subject matter
preparation and higher student achievement, as well as better teacher
performance (Center for the Study of Teaching and Policy, 2001). In
particular, research studies on mathematics confirm the relationship
between content knowledge of teachers and student achievement (Allen,
2003).

The research showing the importance of teacher mastery of subject matter
combined with the latest data on lagging student achievement has
important implications for teacher preparation
programs---university-based as well as those sponsored by private
entities, school districts and states. Meeting the nation's expectations
for teachers requires that systems preparing new teachers focus on
subject matter mastery.

**Using Research-Based Teaching Strategies**

*The Elementary and Secondary Education Act* (ESEA) calls for the use of
"effective, scientifically based instructional strategies" (ESEA Section
1001(9) 20 USC 6301). This means the "application of rigorous,
systematic and objective procedures to obtain reliable and valid
knowledge relevant to education activities and programs" (ESEA Section
9101 (37)(A) 20 USC 7801). A body of educational empirical evidence has
grown from the use of scientifically based research from various fields,
especially from research conducted in educational settings. The field of
education now includes interventions that have been shown to improve
student achievement and are supported by evidence.

A critical skill that teacher preparation programs must address is
learning to use research-based teaching interventions effectively.
Research-based education means using information about what works
(empirical evidence) in making classroom decisions about how to deliver
instruction to students. For example, research shows that to learn to
read children must be taught phonemic awareness, phonics, fluency,
vocabulary and comprehension. However, not all reading teachers
currently use this information. Teacher preparation programs have a
responsibility to ensure their students are skilled in applying the
latest proven techniques for instruction in their subject matter area.

The What Works Clearinghouse (WWC), established in 2002 by the
Department of Education's IES
(http://www.ed.gov/about/ofﬁces/list/ies/index.html), aims to provide a
central source of scientific evidence on what works in education. As
part of the IES plan to help educators and education policymakers
incorporate scientifically based research into their educational
decisions, the WWC can evaluate the strength of the evidence of
effectiveness of various educational interventions
(http://whatworks.ed.gov/) and can help educators, school districts and
others identify those programs, products and practices that have
demonstrated results. While the WWC is still a work in progress, the
following example demonstrates its potential. The WWC has validated the
effectiveness of five studies for middle school mathematics education
(after reviewing 77 related studies). The five studies include three
technology-aided learning programs that integrate mathematics curricula
with learning and instructional methods and strategies. This is achieved
using the capability of computer technology. The other two studies deal
with specific approaches and methods for mathematics education, such as
a problem-centered curriculum design, topic-based organization and
sequence of the content, distributions of instruction, practice and
assessment of related topics over time rather than grouping concepts in
chapters or units.

**Interpreting Data to Make Classroom Decisions**

Today's teachers need access to a wide array of data about their
students, as well as direct access to digital resources. Teachers must
use multiple types of data that range from attendance, discipline and
scheduling records to formative and summative assessments. To positively
influence instruction, teachers need access to data on a "real-time"
basis.

In order to turn data into useful and meaningful information, teachers
need the skills to organize, describe and interpret data. Teachers today
need the knowledge to manipulate and organize the large amounts of
student data available, as well as exposure to concrete and data
analysis techniques that are easy to use. Further, teachers need
experience with practical techniques to effectively organize data in
meaningful ways that will provide improved insight into student
performance and that is translatable into an improved educational
experience for students (Snodgrass, 2004).

Research shows that teachers who use student test performance to guide
and improve their teaching are more effective than teachers who do not
use such information. Effective teaching requires monitoring student
progress through frequent assessment, identifying student difficulties
and learning needs for the targeted content, and then differentiating
the instructional approach and methods to meet individual student
learning needs.

Regular formal student assessments mainly provide the data that schools,
districts and states need to mark progress and highlight weaknesses in
core academic subjects. Also, screening assessments are given to all
children at the beginning of the class or school year. The purpose is to
identify children who may have difficulties in a subject area.

Diagnostic assessments during instruction provide teachers with specific
information to determine which students are learning, which students
have difficulties, and the source of those issues and the students'
support needs. To properly plan and conduct diagnostic assessments,
teachers should have the knowledge and skills to select and develop
appropriate assessment methods and procedures for the given students,
subject content or tasks and instructional situations. Also, teachers
need the skills to analyze and interpret assessment results to use in
individually tailored teaching.

One example of a program helping to prepare novice teachers to use
assessments is the Learning Assessment Model Project (LAMP) at Ball
State University in Indiana. LAMP (http://www.bsu.edu/tcapps/uas/lamp)
is a rubrics-driven method designed to facilitate and evaluate a teacher
candidate's ability to align instruction and assessment with standards
and best practices, to demonstrate their students' learning and to
provide evidence of their own understanding of how the assessment of
their students' learning informs their instruction. Teacher candidates
use this method during their student teaching experience.

LAMP requires the development of a student project that reflects the
academic standards of the instructional unit in which the teacher
candidate is involved. The teacher candidate must design a rubric to
assess the classroom students' projects. Although it is important to
address the process of how the project was completed and the quality of
the work, the rubric must assign the most weight to indicators
associated with the academic standards. The ultimate goal of LAMP is the
teacher candidates' demonstration of their understanding of their
students' learning and how that relates to their own teaching. A key
tool in this understanding is the display of students' performance
through graphs reflecting the assessments in the pretest, project and
posttest. The teacher candidates interpret the graphs in terms of
whole-class and individual student performance.

"Whenever a teacher reaches out to an individual or small group to vary
his or her teaching in order to create the best learning experience
possible, that teacher is differentiating instruction." ---Tomlinson,
2000

**Adapting and Individualizing Instruction for Diverse Learners**

All teacher candidates, not just those teachers working with special
populations, should take course work in varied instructional strategies
and learner characteristics. Similarly, differentiated instruction has
already become a focus area in classroom teaching and is formalized
within many core instructional programs. Students with different
characteristics may need different instructional methods and strategies.
America is a nation rich in diversity, and this is exemplified in
children. Data from NCES (U.S. Department of Education, 2003a and 2003b)
show that nearly 40 percent of children are in minority groups, nearly
the same proportion (more than 36 percent) qualify for reduced-price or
free lunches and more than 13 percent receive special education services
through Individualized Education Programs (IEPs) (Snyder, 2004). The
data also show that more than 1 in 10 receive services to learn English.
Given the diversity of America's students, along with their individual
needs and learning styles, teachers must be able to tailor
individualized instructions based on proven techniques and sound data.

Numerous studies have been conducted to investigate what kinds of
instructional methods and strategies should be provided to what kinds of
students under what kinds of conditions. However, it is practically
impossible to develop menu-like prescriptions for every situation.
Today's teacher preparation programs must train their graduates to
assess student learning styles and to make sound decisions, choosing
from various instructional approaches and methods. Differentiated
instruction requires providing tailored instruction to specific learning
needs of individual students based on the diagnostic assessment.
Teachers need to first learn the foundational knowledge of important
student characteristics that influence learning and effective
instructional methods and strategies. Then, they need to develop
expertise to select best instructional methods and strategies for the
given context through practice.

The University of Kansas Center for Research on Learning developed the
Strategic Instruction Model to provide to teachers the skills to deliver
differentiated curriculum. The center has developed two types of
interventions for teachers to use when there is a gap between what
students are expected to know and what they are able to express.

-   *Teacher-focused interventions* are directed at how teachers think
    about, adapt and present their critical content in
    "learner-friendly" fashion. Content Enhancement Routines are sets of
    inclusive teaching practices that help teachers carefully organize
    and present critical information in such a way that students
    identify, organize, comprehend and recall it.

-   *Student-focused interventions* are designed to provide the skills
    and strategies students need to learn content. The Learning
    Strategies Curriculum encompasses strategies for acquiring
    information from the printed word, strategies for organizing and
    memorizing information, strategies for solving math problems and
    strategies for expressing information in writing (including on
    tests). For more information, see the University of Kansas Center
    for Research on Learning Web site at http://www.kucrl.org.

Teaching in High-Need Schools

> Nearly one in six teachers (16 percent) will be a novice as he or she
> enters the classroom in the fall. However, as Figure 1 shows, those
> students in schools with more than 75 percent minority student
> populations are more likely to have a beginning teacher (U.S.
> Department of Education, 2003a). Given that many teachers begin their
> careers in high-need schools, it is critical that teacher preparation
> programs address this reality. Teachers in high-need schools must have
> an understanding of the needs of diverse student populations and have
> the skills to develop a set of culturally relevant teaching strategies
> to address these needs, such as building on the previous experiences
> of the students. These teachers must also be able to develop a
> collaborative relationship with colleagues, families and community
> members in order to reach the shared goal of increased student
> achievement.

Figure 1. Percentage distribution of full-time public school teachers
with three or fewer years of teaching experience, by percentage of
minority and economically disadvantaged students: 1999-2000

  ----------------- ------------------ ----------------- -----------------
  Percent minority                     Percent of        
                                       students eligible 
                                       for free or       
                                       reduced-price     
                                       lunches           

  Less than 10      More than 75       Less than 15      More than 75

  14                21                 15                20
  ----------------- ------------------ ----------------- -----------------

**SOURCE:** U.S. Department of Education, National Center for Education
Statistics. 2003. The condition of education 2003 (NCES 2003--067).
Washington, D.C.

> One example of a teacher preparation program that is focusing on
> helping teachers prepare to work in high-need schools is the
> University of Tennessee's Urban Specialist Certificate Program. The
> Urban Specialist Program recruits current urban educators who want to
> become part of a cohort of teachers who support other teachers new to
> urban schools. The program includes 18 hours of university credit
> completed over a two-year period that focus on research-based
> curricula and instructional approaches to teaching and learning in
> urban settings, working with diverse student populations and the
> socio-cultural context of urban schooling. Program participants are
> involved in Summer Institutes, as well as seminars throughout the
> program, that result in a total of 100 contact hours per year.
> Additionally, technology is integrated across all courses. Educators
> who complete the Urban Specialist Certificate assume a leadership role
> in inducting beginning teachers and mentoring those having difficulty
> teaching in urban settings. They also lead professional development
> activities for beginning teachers and teachers new to urban schools.

Using 21st-century Skills

As noted by the Partnership for 21st-Century Skills (an advocacy
organization that focuses on transforming teaching and learning in the
21st-century):

> In the midst of accelerating technological change, rapidly
> accumulating information, increasing global competition and rising
> workforce requirements, it has become clear that mastery of the
> '3Rs'---reading, writing and arithmetic---is not enough for students'
> success in the 21st century. ---Karen Bruett

The world around us today makes it clear that technology is having an
increasingly larger impact on education. NCLB calls for every student to
be technologically literate by the eighth grade. Ninety-nine percent of
all schools already have access to the Internet. As noted in *A National
Education Technology Plan*, released by the Department of Education in
January 2005, "Teachers are transforming what can be done in schools by
using technology to access primary sources, exposing students to a
variety of perspectives and enhancing students' overall learning
experience through multimedia, simulations and interactive software. At
the same time, teachers, principals and administrators are able to
better track student achievement and adjust instruction more effectively
to individual needs."

However, teachers cannot just apply new technology to existing ways of
teaching. To best use the available technology, today's teachers need
adequate training and a thorough understanding of how technology can be
used to enrich the learning experience. Step 3 of the Department's *A
National Education Technology Plan* focuses on actions that will improve
teacher training in technology. Teachers must be able to access relevant
research, examples and innovations, as well as staff development to
learn best practices. The Department and the National Science Foundation
are currently funding research studies to evaluate the effective use of
technology for teaching and learning.

***[Sidebar Note 5]{.smallcaps}***

**Step 3 of *A National Education Technology Plan***

*Recommendations for states, districts and individual schools include:*

-   *Improve the preparation of new teachers in the use of technology.*

-   *Ensure that every teacher has the opportunity to take online
    learning courses.*

-   *Improve the quality and consistency of teacher education through
    measurement, accountability and increased technology resources.*

-   *Ensure that every teacher knows how to use data to personalize
    instruction. This is marked by the ability to interpret data to
    understand student progress and challenges, to drive daily decisions
    and to design instructional interventions to customize instruction
    for every student's unique needs.*

In addition to understanding what skills a highly qualified teacher must
have, teacher preparation programs must also know the most effective
strategies for developing these skills in their teacher candidates. The
following sections present effective and promising strategies for
improving teacher preparation programs.

Strategies for Improving Teacher Preparation Programs

**Make Teacher Education a University-Wide Commitment**

This chapter began by noting that teachers shape our children's future
and our future. This critical national role mandates that America's
teacher preparation institutions fully commit to preparing the best
teachers possible. This commitment requires support that begins at the
highest level, with university presidents and boards of trustees, and
then permeates throughout the institutions. A number of literature
reviews confirm the importance of an all-university approach to
preparing teachers (American Institutes for Research \[AIR\], 2001;
Sanders, 2004; SRI International, 2000).

A university-wide commitment ensures that adequate resources are made
available to maintain faculty skills at the highest level and to enable
active participation in field experiences that reach into the
surrounding communities. Institutions must reach out to align teacher
preparation programs with student standards set by states and school
districts, as well as with federal requirements for teachers and
students. Educating teachers about the federal requirements and
accountability provisions in NCLB, along with state and local
requirements, empowers new teachers to be strong advocates for progress
in student achievement. The NCLB provides a blueprint for improvement
and accountability based on research and results. The research data show
that good teachers matter and positively impact student achievement.
University-wide support for teacher preparation programs can lead the
way in championing these changes.

A university-wide commitment is also needed to facilitate the kind of
collaboration between education and arts and sciences faculties that is
necessary to train teacher candidates in 21st-century teaching skills.
In order to foster this important commitment, teacher education programs
at institutions of higher education need to promote collaboration among
their faculty and the faculties of local education agencies. When
faculty work across disciplines and spend more time in the most
challenging schools where their students are observing, student teaching
and becoming employed, they have the information and experience to
accomplish these goals. In fact, institutions, such as Our Lady of the
Lake University, Jackson State University and the University of Miami,
have forged particularly successful collaborations between arts and
sciences and education faculties.

In Texas, Project CoMET (Collaboration Mentoring and Technology
Program), led by Our Lady of the Lake University, enabled three higher
education institutions to successfully align the content courses for
preservice teachers with the Texas Essential Knowledge and Skills
standards (TEKS). This alignment process involved examination of
existing courses in core subject areas, bringing the TEKS standards into
lesson plans and skills into classroom assignments
(http://education.ollusa.edu/comet/).

At Jackson State University in Mississippi, the university president
reinforced the dean of education's goal of bringing rigor to the
education requirements through alignment with nationally recognized
standards. The university faculty pointed to the sizable number of core
courses taken by undergraduates pursuing teacher education careers and
emphasized the whole university responsibility for succeeding on
state-required assessments
(http://ccaix.jsums.edu/\~quality/Teacherquality3/webpages/overallframe2.htm).

***[Sidebar Note]{.smallcaps}* 6**

**University of Miami**

*University of Miami education faculty work as professors-in-residence
in partner schools called Professional Development Schools (PDS). The
grant is used to pay a portion of the faculty's salary, freeing
participants from one course in their teaching loads and enabling them
to use this time on activities that support students during their field
experiences, as well as supporting more experienced teachers in the
community. Faculty spend one or two days per week in their assigned
schools, supervise student teachers, provide professional development
for in-service teachers and work with the administrators on community or
school achievement goals. The faculty participating in this project
report that a renewed understanding of school conditions is leading to
revisions in course content and collaboration with arts and science
faculty regarding required courses taken by students who plan to teach
(http://www.education.miami.edu/succeed/).*

Strengthen, Broaden and Integrate Field Experience Throughout the
Preparation Program

To build the skills today's teachers need to improve student
achievement, teacher preparation programs must focus on the integration
of student field experiences throughout the entire curriculum. Here,
alternative route programs to teacher certification have tended to set
the standard. Since alternative route participants frequently are able
to demonstrate subject matter expertise, these programs focus on the
classroom setting for learning and practicing pedagogical skills.
Ideally, programs would train teachers in the schools and communities
where they will be employed and with the children they will teach.
Strong partnerships and faculty support are critical for strengthening,
broadening and integrating field experiences throughout a teacher
preparation program.

For example, Omaha Public Schools, in partnership with the University of
Nebraska at Omaha, has created a successful Minority Internship Program
to recruit students of ethnic and racial minorities into the teaching
profession. The program provides currently enrolled college students
with the opportunity to participate with experienced educators in the
classroom. For approximately 10 hours a week, interns work with
classroom teachers and students. The program focuses on developing the
interns' classroom management skills; human relations skills; teaching
styles and strategies; and community, human and cultural awareness. The
internship lasts one year with the opportunity to renew.

The program's goals include maintaining an Omaha Public Schools staff
that reflects the racial diversity of its students, encouraging minority
college students to consider teaching as a career and exposing minority
interns to a quality educational experience.

Maryland's Project LINC (Learning in Communities) is one example of a
program that is broadening and integrating field experiences in teacher
preparation (http://mdk16.usmd.edu/inside.php?area_id=16). The goal of
the project is to recruit, prepare and retain quality teachers in Prince
George's County Public Schools, a school system with many high-need
schools. In order to reach this goal, the project is developing new
degree and certification programs, recruiting additional secondary
mathematics and science teachers, instituting new Professional
Development Schools in which novice teachers receive individualized
support and creating induction, mentoring and professional development
programs for educators.

One partnership supported by Project LINC is the Two-Plus-Two Program at
Prince George's Community College and Towson University. This program
allows community college students to earn an associate of arts in
teaching and to continue course work for a bachelor's degree and teacher
certification at Towson State University. Required courses are offered
at the Prince George's Community College campus and at elementary and
middle schools surrounding the college. Field experiences occur in
public schools surrounding Prince George's Community College.

Strengthen Partnerships

Partnerships between stakeholders in education, teacher preparation
programs (traditional and alternative) and external partners such as
school districts, local governments and private and nonprofit agencies
have long existed. However, all too often, these partnerships have
struggled to sustain the true relationships and support necessary to
implement meaningful reform. Partnerships have promoted change in
teacher preparation by supporting activities such as:

-   Strengthening the roles of K-12 educators in the design and
    implementation of effective teacher education programs;

-   Increasing collaboration among the administrators and faculty of
    higher education institutions' schools of arts and sciences and of
    education;

-   Developing programs that involve broad university and
    partnership-wide commitment to improving K-12 student learning and
    achievement;

-   Producing teachers with a greater command of academic subjects and
    the skills to teach by providing strong hands-on classroom
    experience; and

-   Preparing prospective teachers to use technology as a tool for
    teaching and learning and to work effectively with diverse students.

***[Sidebar Note 7]{.smallcaps}***

**E=mc2**

*The University System of the State of Maryland has an effective
partnership project called E=mc2. This project addresses the needs of
the Baltimore City Public School System through a sustainable K-16
partnership among the University System, the University of Maryland
College Park, Towson University, Coppin State University, Baltimore City
Community College, Baltimore City Public School System and the Maryland
Business Roundtable for Education.*

*The project focuses on creating three related strands of activity:*

*-Building a long-term, sustainable pipeline for future teachers, using
Future Teachers of America Clubs, and a unique future teacher academy to
grow teachers from within the school district;*

*-Developing a seamless, sustainable Two-Plus-Two teacher education
program between the four-year partner institutions and Baltimore City
Community College through an Associate of Arts of Teaching degree
focused on teacher shortage areas; and*

*-Serving the short-term needs of an urban school system struggling to
recruit and retain highly qualified teachers through training for
elementary school academic coaches.*

*More information about this project can be found at:
http://mdk16.usmd.edu/inside.php?area_id=18.*

Collaboration through partnerships toward the common goal of improving
teacher quality shows promise as an effective approach to creating
lasting change in teacher preparation programs. Research on effective
partnership grants has shown that this process requires flexibility and
persistence as well as a substantial commitment on the part of the
participants. When the right groundwork is laid through well-functioning
governance structures, through broad and deep leadership development and
through reasonable and measurable goal identification, the future of
sustaining initiatives is likely to be brighter (U.S. Department of
Education, Office of the Under Secretary, 2004). The combined resources
and capabilities of all partners---school districts, teacher preparation
programs, institutions of higher education, local and state governments,
along with the federal government and others---are needed if we are to
reach our national goals of placing a highly qualified teacher in every
classroom by the end of the 2005-06 school year.

Professional Development Schools (PDS) are examples of a partnership
model that has become commonplace and an accepted part of the way we
think about the role of both the teacher preparation provider and the
school district in preparing novice teachers. The PDS model takes its
cues from the medical model of training new doctors. It looks at the
public school as a clinical training environment and promotes close
collaboration between school and university faculty in the review of
interns placed in school classrooms. Promoting a more equitable
relationship between school and university educators, the PDS model
supports the involvement of school faculty in teaching at the university
and placing the university faculty as professors in residence at the
school site.

Provide Support Programs for New Teachers: Mentoring and Induction

The strategy of supporting novice teachers through mentoring and
induction is critical for teacher preparation programs. Teacher
turnover, which tends to be approximately 14 to 15 percent annually, is
the major factor driving the need for new teachers (Ingersoll, 2003).
Retention is key to maintaining the level of teacher workforce needed in
the United States. In a recent review of research on induction programs
for new teachers, Ingersoll and Kralik (2004) and Smith and Ingersoll
(2004) explain that induction programs are generally designed to be a
bridge for those who have just left the support of a university-based
program and are quickly transitioning into the real world of school and
their new occupation. In most states teachers do not have a provisional
period where they are placed with an experienced colleague who shows
them the ropes and supports their gradual entrance into the new work
environment. Because many student teachers do their internships in a
school and state different from the one where they eventually become a
teacher of record, maintaining a program of support becomes even more
important.

Research shows that the presence of an induction and mentoring program
has a significant effect on teacher retention (Grant, 2004). Further,
new teacher induction and mentoring programs have grown in popularity as
one strategy to ease the transition of beginning teachers into full-time
classroom instruction and the school atmosphere (Ingersoll and Kralik,
2004). Mentoring, as a component of a comprehensive induction program,
provides new teachers with expert guidance for working within the school
and a team environment that is a necessity for success in the classroom
and teacher retention. Most induction programs are designed to build a
new teacher's ability to perform at the highest level, resulting in
increased student achievement and overall job satisfaction. School
districts also use mentoring programs to give their experienced teachers
the tools for improving instruction and to keep teachers engaged and
active in the school community, which also results in decreased turnover
and attrition.

There has been increased participation of novice teachers in mentoring
or induction programs (including those established through partnerships
between schools and universities): from 4 in 10 beginning teachers
participating in the 1990-91 school year to 8 in 10 participating in the
1999-2000 school year (Smith and Ingersoll, 2004). Evaluations of new
teacher induction programs have been completed in more than a dozen
states, including three of the largest teacher producers, California,
Illinois and Texas. Results from Fuller (2003) and the Charles A. Dana
Center (2002) review of the Texas Beginning Teacher Support System
(TxBESS) show that 89.2 percent of TxBESS teachers returned after one
year and 84.4 percent after two years, compared with 80.8 percent and
75.4 percent for novice teachers who did not participate in the TxBESS
Program. The TxBESS Program includes the following components:

-   A coherent, standards-based system with performance standards and
    reflective assessments used to support coaching and mentoring
    relationships;

-   Trained mentors who provide ongoing constructive feedback to
    beginning teachers;

-   Extended training and feedback from formative assessments designed
    for early-career teachers; and

-   Shared responsibility for the performance of beginning teachers
    demonstrated through partnerships among beginning teachers, local
    school districts, educator preparation programs, the business
    community and regional education centers.

While induction programs vary considerably by purpose, individuals
involved, length and type of services provided, mentoring is the primary
type of personal guidance provided in these programs. Of note, teachers
participating in combinations or packages of mentoring and group
induction activities are less likely to change schools or to leave
teaching at the end of their first year (Smith and Ingersoll, 2004). The
programs at the University of Tennessee, the University of Miami and the
University of California, Santa Cruz, which are highlighted in this
section, provide three examples of different approaches being taken in
mentoring teachers new to the profession.

Sidebar Note 8

Urban Impact Program

The Urban Impact Program at the University of Tennessee-Chattanooga and
-Knoxville designed and implemented a school-based mentoring program to
support the induction of interns and novice teachers in high-need urban
schools. Each school identified a team of educators who, along with the
principals, attended a two-day mentoring workshop sponsored by the
Tennessee Academy for School Leaders (TASL) during the summer to develop
strategies for the year. This was followed up with a one-day meeting
during the year to assess results. Teams at each elementary school
consist of teachers from each grade level, one special educator and the
principal. At the secondary level, teams consist of two of the teachers
from the core content areas and a teacher from another content area,
plus the principal. Each team tailors plans to its context. The TASL
office has adopted this program to be used across the state.

Sidebar Note 9

Project School University Community Coalition for Excellence in
Education (SUCCEED)

Project SUCCEED at the University of Miami established a SUPPORT network
as one component in its stage-by-stage support of novice teachers. The
support network, encompassing graduates from the University of Miami as
well as other new teachers in partner schools, is managed by a former
teacher from the high school in the partnership who became one of the
peer partners. An institute is conducted each summer involving teachers
with one, two and three years of experience. Teachers are matched with
mentors who receive targeted training. Follow-up days are held
throughout the year. Some 80 participants took part in the 2004 summer
institute. The overall first-year retention rate with mentoring was 90
percent retention; a 98.6 percent retention rate was documented for the
first-year teachers alone. The facilitator of the institute recommends
that induction programs encompass both professional development and
mentoring.

Sidebar Note 10

New Teacher Center

The New Teacher Center (NTC) at the University of California, Santa
Cruz, is a national resource focused on teacher and administrator
induction. The NTC is guided by the belief that learning to teach is a
career-long developmental process that involves a continuous cycle of
planning, teaching and reflecting. The NTC provides training and
consultation to school districts and states planning and implementing
induction programs for teachers and administrators.

The NTC's intensive, mentor-based teacher induction model provides
individual support and formative assessment for first and second-year
teachers. Mentors are exemplary teachers trained to work full time with
a small group of new teachers to observe and enhance their teaching
skills. Mentoring and new teacher learning is guided by the New Teacher
Center Formative Assessment System (NTCFAS), a set of tools that mentors
use to help new teachers establish and achieve professional goals
related to teaching and content standards. FAS tools, which are designed
to be embedded in the day-to-day practice of teachers, provide
structured opportunities for the experienced teacher to share knowledge
and expertise with the novice teachers, based on student data they have
collected together. New teachers also attend monthly seminars focused on
topics such as working with diverse student populations and
understanding content standards.

The NTC's local induction program, the Santa Cruz New Teacher Project,
has achieved long-term new teacher retention rates approaching 90
percent. The NTC also offers online professional development courses for
new teachers, covering topics such as "Supporting Equity and Diversity"
and "Working with Special Educations."

**Measure Successful Teacher Preparation by Assessing Student
Performance**

Measurement of student progress and holding schools and teachers
accountable for student achievement are fundamental concepts of the NCLB
legislation. Schools and teachers should be accountable for making sure
every child reads and does math on grade level, and one way to do this
is by measuring our children's progress from year to year. As noted
earlier, research shows that how well teachers are prepared as they
enter the classroom affects how well their students will achieve.
Effective teachers have been shown to raise student achievement scores
on standardized tests.

Many states are in the beginning steps of measuring teacher performance
and linking that performance to student achievement. One state that is
working toward this goal is Louisiana. All 20 public and private
universities in Louisiana have redesigned their teacher preparation
programs to align them with state and national standards for K-12
students and teachers. There is now a new collaborative effort underway
between higher education and PK-12 to link student achievement data
directly back to the universities that graduate the teachers.

The commitment of the eight universities that comprise the University of
Louisiana System (ULS) to fully prepare teacher candidates for their
teaching assignments is evident in the Teacher Warranty Program, which
guarantees the quality of its education graduates or they will be
retrained for free. Under the agreement, if an ULS graduate's
performance is deemed "unacceptable," the university will provide one
semester of undergraduate or graduate work focusing on the teacher's
weakness, and one year of follow-up mentor supervision at no charge to
the student. The president of the ULS has a strong belief that when
students fail it is not the fault of the students but rather a lack of
coordinated effort on the part of teachers, school leaders and
university administrators to ensure that all students have the
opportunity to succeed. University presidents will be held accountable
for the teachers and principals they graduate from their respective
universities. As leaders, they must guarantee that all teachers can
teach to diverse backgrounds, infuse technology throughout the
curriculum and move student achievement to a pre-agreed-upon level of
higher performance.

In Illinois, Project REAL (Rockford Education Alliance) is conducting a
matched pairs, quasi-experimental design with control and intervention
schools to measure and compare student performance over time. The goal
of the project is to improve in five years the academic achievement of
students in four of Rockford's public schools so that 75 percent of the
students in these schools are meeting or exceeding standards on state
assessments. To reach its goal, Project Real is enhancing the skills of
its teachers by improving the teacher preparation programs at the
Northern Illinois University and Rock Valley College, recruiting new
teachers to the Rockford School District, providing diverse field
experiences for teacher candidates and training and supporting school
leadership. The Project REAL
(http://www.projectreal.niu.edu/projectreal/) partnership includes the
Northern Illinois University, Rock Valley College and Rockford School
District 205. The baseline year for Project REAL was 2004, and
measurement will continue through 2009.

The next chapter of this report focuses on national measurement of
teacher quality as required under Title II of the HEA. The report
summarizes and analyzes the Title II accountability data reported by
states. As with student data, the teacher data paint a picture of mixed
results.

3\. Measuring Progress: State Teacher Quality Reporting

Each year, the HEA Title II reporting system collects a set of
indicators, benchmarks and trend data to inform educators, policymakers
and the public on the continuous improvement of policies and
requirements that affect the quality of teacher preparation. The Title
II system also serves as a national clearinghouse on state policies
regarding the training and certification or licensure of new teachers.
Fifty-four states and outlying areas report data to the Department. Over
time, the quality and usefulness of the data has substantially improved.
The system tracks data in the following key areas:

-   Numbers of teachers receiving initial certification;

-   State certification and licensure requirements for new teachers;

-   Statewide pass rates on the most recent assessments of graduates;

-   Numbers of teachers on waivers;

-   State identification of low-performing teacher preparation programs
    at institutions of higher education; and

-   Alternative pathways to teaching.

Number of Teachers Receiving Initial State Certification

The number of new teachers certified has remained fairly steady during
the last four years, with about 300,000 individuals receiving initial
certification annually. In 2004, the number reported totaled 315,298
teachers. This is an increase from the 305,047 certified in 2003.[^5]
Table 1 shows the total number of individuals receiving their initial
certification in 2004 by the state issuing the certificate or license.

Table 1. Number of teachers receiving initial certification, by state:
2002-03

  -------------------- --------------------------------------------------
  **State**            **Number of teachers receiving initial
                       certification**

  Alabama              5,633

  Alaska               936

  Arizona              11,174

  Arkansas             2,053

  California           27,136

  Colorado             5,591

  Connecticut          3,526

  Delaware             922

  District of Columbia 1,200

  Florida              21,257

  Georgia              9,666

  Guam                 109

  Hawaii               716

  Idaho                1,850

  Illinois             11,182

  Indiana              5,687

  Iowa                 3,217

  Kansas               1,749

  Kentucky             3,729

  Louisiana            4,198

  Maine                1,294

  Maryland             5,929

  Massachusetts        8,054

  Michigan             7,641

  Minnesota            11,348

  Mississippi          1,189

  Missouri             5,326

  Montana              1,522

  Nebraska             2,244

  Nevada               2,664

  New Hampshire        1,873

  New Jersey           13,276

  New Mexico           2,596

  New York             32,128

  North Carolina       9,679

  North Dakota         506

  Ohio                 6,040

  Oklahoma             2,091

  Oregon               3,708

  Pennsylvania         12,608
  -------------------- --------------------------------------------------

Table 1. Number of teachers receiving initial certification, by state:
2002-03 (continued)

  -------------------- --------------------------------------------------
  **State**            **Number of teachers receiving initial
                       certification**

  Puerto Rico          3,017

  Rhode Island         1,308

  South Carolina       2,049

  South Dakota         943

  Tennessee            9,145

  Texas                24,726

  Utah                 2,830

  Vermont              702

  Virgin Islands       60

  Virginia             5,304

  Washington           4,959

  West Virginia        1,740

  Wisconsin            4,699

  Wyoming              569

  **Total**            **315,298**
  -------------------- --------------------------------------------------

**NOTE:** For purposes of this table, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

As Figure 2 shows, five states, California, Florida, New Jersey, New
York and Texas, produce approximately 38 percent of the nation's
teachers. Other states, with fewer teacher education institutions and
fast-growing school districts, must rely on hiring teachers trained
out-of-state. In Nevada and Wyoming, for example, more than 60 percent
of their initial certificates were granted to teachers prepared in a
program in another state. Each of these states has a different supply
problem: Wyoming imports teachers to serve in rural areas, while Nevada
has the fastest growing school district in the country and cannot keep
up with the demand.

Overall, 68,929---or 22 percent---of those certified in a state
completed their program in another state. In 12 states, 40 percent or
more of those receiving initial certification were trained in another
state. These states are Alaska, Colorado, Connecticut, Delaware,
Georgia, Maryland, Nevada, New Hampshire, North Carolina, Ohio, South
Carolina and Wyoming. Figure 3 illustrates the percentage of teachers
receiving initial certification who were trained in another state in
2002-03. Because individual states have varying teacher certification
requirements, as well as teacher and student standards, it is important
that teacher preparation programs prepare their teacher candidates to
meet the highest standards. Further, states and school districts may
need support and mentor new teachers to ensure that all requirements and
standards are met.

Alternative route programs to teacher certification approved by states
produce about 35,000 program completers annually (the total reported in
2004 was 35,353). Table 2 presents the number of alternative route to
teacher certification completers, by state in which they completed the
program, from 2002 through 2004. In 2004, the top five states producing
teachers through alternative routes to teacher certification were
California, Georgia, New Jersey, New York and Texas. Together, these
five states produced 82 percent of all teachers prepared through
alternative routes to teacher certification nationally.[^6] With one
exception, Georgia, these states are also the top producers of
traditional teacher candidates. Clearly, traditional programs for
teacher certification, rather than alternative route programs, remain
America's primary pathway to entering the teaching profession. However,
as noted previously, the number of alternative programs is growing.

Figure 2. Number of teachers receiving initial certification, by top
five teacher-producing states and all other states: 2002-03

  ------------------------- --------------------------- ------------------
  State                     Number of persons           Percentage

  New York                  32,128                      10

  California                27,136                      9

  Texas                     24,726                      8

  Florida                   21,257                      7

  New Jersey                13,276                      4

  All other states          196,775                     62
  ------------------------- --------------------------- ------------------

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Figure 3. Percentage of teachers receiving initial certification who
were trained in another state, by percentage reported by state: 2002-03

  --------------- -------------- ----------------- ------------- ----------------
  Less than 10%   10% to 20%     More than 20% to  More than 40% Did not report
                                 40%                             

  Arkansas        Alabama        Iowa              Alaska        District of
                                                                 Columbia

  Florida         Arizona        Kansas            Colorado      Hawaii

  Guam            California     Kentucky          Connecticut   Idaho

  Massachusetts   Illinois       Minnesota         Delaware      Maine

  Puerto Rico     Indiana        Missouri          Georgia       Montana

  Utah            Louisiana      North Dakota      Maryland      New York

                  Michigan       Oregon            Nevada        Tennessee

                  Mississippi    Rhode Island      New Hampshire 

                  Nebraska       South Dakota      North         
                                                   Carolina      

                  New Jersey     Texas             Ohio          

                  New Mexico     Vermont           South         
                                                   Carolina      

                  Oklahoma       Virgin Islands    Wyoming       

                  Pennsylvania   Virginia                        

                                 Washington                      

                                 West Virginia                   

                                 Wisconsin                       

                                                                 

  Total: 6        Total: 13      Total: 16         Total: 12     Total: 7
  --------------- -------------- ----------------- ------------- ----------------

**NOTE:** This map reflects persons receiving initial state
certification only. For purposes of this figure, the term "state" refers
to the 50 states, the District of Columbia, Puerto Rico and outlying
areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004

Table 2. Number of alternative route to teacher certification completers
reported, by state: 2002 through 2004

  --------------------- ---------- ------------ ------------ ------------ -- ------------
                        **Report                                             
                        year**                                               

  **State**                        **2002**     **2003**     **2004**        **State
                                                                             totals\
                                                                             3-year**

  Alabama                          ~~---~~      1,270        329             1,599

  Alaska                           ~~---~~      0            0               0

  Arizona                          0            ~~---~~      ~~---~~         0

  Arkansas                         56           136          133             325

  California                       ~~---~~      3,714        4,874           8,588

  Colorado                         242          ~~---~~      456             698

  Connecticut                      164          197          244             605

  Delaware                         7            22           30              59

  District of Columbia             ~~---~~      ~~---~~      ~~---~~         0

  Florida                          82           ~~---~~      348             430

  Georgia                          4,329        ~~---~~      1,230           5,559

  Guam                             ~~---~~      ~~---~~      ~~---~~         0

  Hawaii                           55           133          59              247

  Idaho                            ~~---~~      ~~---~~      ~~---~~         0

  Illinois                         ~~---~~      155          228             383

  Indiana                          0            0            141             141

  Iowa                             0            ~~---~~      0               0

  Kansas                           0            31           48              79

  Kentucky                         35           101          226             362

  Louisiana                        211          456          718             1,385

  Maine                            142          143          178             463

  Maryland                         13           10           103             126

  Massachusetts                    4,456        301          169             4,926

  Michigan                         ~~---~~      0            7               7

  Minnesota                        15           20           11              46

  Mississippi                      1,014        58           516             1,588

  Missouri                         29           59           128             216

  Montana                          0            0            ~~---~~         0

  Nebraska                         ~~---~~      ~~---~~      ~~---~~         0

  Nevada                           0            104          12              116

  New Hampshire                    107          ~~---~~      149             256

  New Jersey                       1,411        1,691        1,804           4,906

  New Mexico                       0            59           159             218

  New York                         10,506       10,539       14,906          35,951

  North Carolina                   0            ~~---~~      209             209

  North Dakota                     ~~---~~      ~~---~~      ~~---~~         0
  --------------------- ---------- ------------ ------------ ------------ -- ------------

Table 2. Number of alternative route to teacher certification completers
reported, by state: 2002 through 2004 (continued)

  --------------------- ---------- ------------ ------------ ------------ -- ------------
                        **Report                                             
                        year**                                               

  **State**                        **2002**     **2003**     **2004**        **State
                                                                             totals\
                                                                             3-year**

  Ohio                             33           84           304             421

  Oklahoma                         1,954        588          617             3,159

  Oregon                           0            1,881        ~~---~~         1,881

  Pennsylvania                     0            0            0               0

  Puerto Rico                      53           46           78              177

  Rhode Island                     0            ~~---~~      ~~---~~         0

  South Carolina                   344          142          165             651

  South Dakota                     952          843          ~~---~~         1,795

  Tennessee                        82           118          118             318

  Texas                            2,836        3,970        6,191           12,997

  Utah                             132          24           104             260

  Vermont                          52           44           86              182

  Virgin Islands                   0            51           ~~---~~         51

  Virginia                         359          115          268             742

  Washington                       0            0            ~~---~~         0

  West Virginia                    0            ~~---~~      0               0

  Wisconsin                        0            ~~---~~      ~~---~~         0

  Wyoming                          ~~---~~      ~~---~~      7               7

                                                                             

  **Total**                        **29,671**   **27,105**   **35,353**      **92,129**
  --------------------- ---------- ------------ ------------ ------------ -- ------------

--- Data not available.

**NOTE:** In 2004, Hawaii, Maryland, Tennessee and Texas did not provide
the actual number of completers. The number of completers was calculated
from the pass rate tables. Oregon reported in 2004 that the state does
not have alternative routes, and that data were reported in error in
2003. For purposes of this figure, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

*Teacher Distribution: The Real Teacher Shortage*

We now know that teacher preparation programs produce adequate numbers
of teachers. The problems are that teachers are not distributed where
the needs are the greatest and teacher attrition rates are high,
particularly in the first few years of teaching (Ingersoll, 2003).
America faces teacher distribution shortfalls related to subject areas
and grade levels as well as rural and urban locations.

NCLB has focused attention on the uneven distribution of highly
qualified teachers across subject areas, grade levels and types of
school districts. Our nation's teacher preparation programs are training
an excess of elementary teachers but not nearly enough secondary
teachers in critical areas such as science and mathematics. The
Department has been encouraging states to use ESEA Title II, Part A,
funds not only to prepare highly qualified teachers but also to address
these shortage areas through improved teacher training, recruitment and
retention practices.

Suburban schools historically have had access to an adequate pool of
qualified teachers, whereas inner-city schools, high-need schools and
those in the most isolated rural areas have suffered staffing shortages.
While nationally researchers have illustrated that enough teachers are
being produced, individual school districts often face obstacles to
placing well-prepared teachers into the classroom Districts in
high-need, high-growth, rural and outlying areas are challenged with
recruiting teachers to the area and struggle especially with meeting
their demand for qualified teachers in high-need subject areas. In many
urban districts, for example in Baltimore and in Cleveland, where the
teacher supply is not keeping up with the demand, recruiting efforts are
stepping beyond the state and even national borders to look for new
teachers in other countries. Other districts are investing heavily in
broad local recruitment efforts and incentive programs.

*"We know that our ability to recruit and retain highly qualified
teachers to prepare today's students is fundamentally intertwined with
competitiveness and global security. Only through a national commitment
to build and sustain a highly qualified teaching force will we be able
to provide all students with a world-class education." ---Sally L.
Stroup, Assistant Secretary for Postsecondary Education*

*Teacher Retention*

In response to concerns about teacher availability and retention, states
and local education agencies (LEAs) are compiling data and identifying
innovative approaches to recruiting and retaining highly qualified
teachers. For example, North Carolina compiles an annual report
detailing teacher turnover in the state. Mandated by the state
legislature to monitor teacher's decisions to leave the teaching
profession, the state collects and analyzes data on all teachers in the
state. LEAs reported the number of teachers employed between July 1,
2003, and June 30, 2004; the total number of teachers leaving the
system; the number of teachers with tenure who were leaving; and the
reason given by teachers for leaving. All 117 North Carolina LEAs
reported data showing that 11,399 of the 92,166 teachers employed during
the school year left their systems. This level of detail provides the
state with crucial data on attrition, which can be used to develop
strategies for retaining highly qualified teachers.

In addition, Clark County, Nev., one of the fastest growing counties in
the nation in 2003-04, is placing a highly qualified teacher in every
classroom through a variety of initiatives that range from offering
unique teacher training programs to helping teachers and their families
successfully relocate from other states.

Sidebar Note 11

Teacher Recruitment in Clark County, Nev.

*Nevada institutions of higher education only prepare 30 percent of the
teachers needed in the state. One of the fastest growing counties in the
nation in 2003-04, Clark County heavily recruits new teachers. It has
180 recruiters, including public school principals and assistant
principals, who visit 41 states a year to draft new teachers.*

*One program targets stay-at-home mothers with college degrees. The
program offers the required courses at local elementary schools
following that school's schedule. This allows the future teachers to
maintain the same schedule as their children and provides immediate
access to mentor teachers and classroom exposure.*

*Another program addresses a shortage of special education teachers in
the district. Clark County looks to those already working for the
district that may have an interest in special education but do not meet
the teaching requirements. These individuals can continue to receive
their full salary and benefits while completing the one-year program at
a local university, which includes a field work component.*

*To specifically target minority teachers and high-need areas, high
school students who may be interested in teaching are offered the
opportunity to take courses for both high school and college credit
starting in their sophomore year. The college credits the students
accrue during this time reduce both the time and financial burden of
those college courses later. Students have a teacher mentor and are
presented with a teaching contract at their high school graduation,
contingent upon their successful completion of college and the promise
to work in a critical needs area. The most recent cohort in this program
included 131 students. Ninety-nine percent of the students were
minorities, with all but two being first-generation college attendees.*

State Certification Requirements

In most states, certification offices are the gateway for incoming and
veteran teachers. These offices provide potential teachers with
information about teaching in the state, maintain certification and
licensing records for every teacher, and ensure that teachers meet state
regulations and license renewal requirements throughout their careers.
Comprehensive assessment information for those institutions that train
teachers is available through the certification offices of each state
and from the annual reports of the National Association of State
Directors of Teacher Education. The HEA Title II reporting system
maintains a complete listing of state certification requirements and
whether applicants for certification must successfully complete
assessments to qualify. This information is available at
http://www.title2.org/index.htm.

As noted in Chapter 2, the NCLB teacher quality provisions detail the
requirements that new and veteran teachers must meet to attain highly
qualified status. In order to be highly qualified under NCLB, a teacher
of a core academic subject must:

-   Hold a bachelor's degree;

-   Have full state certification; and

-   Demonstrate subject area competency by passing a state content
    assessment, or by holding an undergraduate major, by completing
    course work equivalent to an undergraduate major, or by holding a
    graduate degree in the subject(s) taught (secondary school teachers
    only), or by going through their states' High Objective Uniform
    State Standard of Evaluation (HOUSSE) procedures (veteran teachers
    only).

*Content Area Expertise*

To be a highly qualified teacher under NCLB, teachers must demonstrate
content mastery in each subject taught. However, in 2000, only 47
percent of secondary teachers in the United States held an academic
major in their subject assignments (NCES, 2002). As noted in Chapter 2,
teachers must have a strong knowledge of the subjects they are teaching
and the skills and instructional strategies to teach diverse learners in
order for students to achieve educationally.

New elementary school teachers must demonstrate content mastery by
passing a rigorous state test of subject knowledge and teaching skills
in reading and language arts, writing, mathematics and other areas of
the basic elementary school curriculum. New middle and high school
teachers demonstrate content mastery by passing a rigorous state test in
each subject taught or by holding an academic major or having completed
course work equivalent to an academic major (or an advanced degree,
advanced certification or credentials). Veteran teachers may also go
through their states' HOUSSE procedure.

The HEA Title II reporting system tracks the degrees that states require
for certification eligibility. States have multiple initial certificates
and requirements that differ across each certificate. Appendix A1
provides a listing of state requirements for initial teaching
certification or licensure. In 2004, the total number of states
requiring a content area bachelor's degree for at least one of their
initial licenses was 39. The remaining 15 states (less than one-third)
have no content area bachelor's degree requirement. Figure 4 is a
national map illustrating content area degree requirements by state.
Many states that do not require a content area bachelor's degree often
require content assessments. In fact, only six states report requiring
neither a content area bachelor's degree nor a content area assessment.

Raising Standards for Teachers

In an effort to raise standards for prospective teachers, states are
moving away from simply awarding a teaching certificate to individuals
who take specific courses or meet a minimum number of hours of credit.
Instead, states are moving toward performance-based standards, which
require teacher candidates to demonstrate that they possess the
necessary knowledge, skills and abilities to teach today's diverse
student population. The performance-based standards are often aligned
with current curricula and standards for K-12 students, as well as with
assessments for prospective teachers. According to one expert, Sharon
Yates, a nationally recognized expert in teacher standards, "teachers
must have ownership of the academic content standards that ground the
content they teach" in order to increase student achievement.

Figure 4. States requiring content-specific bachelor's degrees for
initial certificates, by content-specific degree standard: 2004

  ---------------------- ------------------------ -----------------------
  Content-specific       Content-specific degree  No uniform
  degree standard in     standard in place for at content-specific degree
  place for all initial  least one initial        standard
  certificates           certificate              

                                                  

  Alabama                Illinois                 Alaska

  California             Indiana                  Arizona

  Colorado               Montana                  Arkansas

  Connecticut            New York                 District of Columbia

  Delaware               Virgin Islands           Guam

  Florida                                         Idaho

  Georgia                                         Maine

  Hawaii                                          Maryland

  Iowa                                            Nebraska

  Kansas                                          North Carolina

  Kentucky                                        Ohio

  Louisiana                                       Oregon

  Massachusetts                                   Washington

  Michigan                                        West Virginia

  Minnesota                                       Wisconsin

  Mississippi                                     

  Missouri                                        

  Nevada                                          

  New Hampshire                                   

  New Jersey                                      

  New Mexico                                      

  North Dakota                                    

  Oklahoma                                        

  Pennsylvania                                    

  Puerto Rico                                     

  Rhode Island                                    

  South Carolina                                  

  South Dakota                                    

  Tennessee                                       

  Texas                                           

  Utah                                            

  Vermont                                         

  Virginia                                        

  Wyoming                                         

                                                  

  **Total= 34**          **Total= 5**             **Total= 15**
  ---------------------- ------------------------ -----------------------

**NOTE:** For purposes of this figure, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

States are taking different approaches in assessing how well prospective
teachers are meeting standards. Some states require those seeking state
licensure to take pedagogy and content tests. A number of states have
adopted nationally recognized standards that define what teachers should
know and should be able to do. Other states call for prospective
teachers to compile portfolios or artifacts that demonstrate their
mastery of state standards. For example, Maine has developed an
electronic portfolio system where teacher candidates are able to store
their work that addresses state standards. Tables 3 and 4 provide a
summary of policy processes and show the status of teacher standards
from 2001 to 2004.

As shown in Table 3, by 2004, 49 states reported they have developed
standards that prospective teachers must meet to qualify for initial
teacher certification. Additionally, the number of states and outlying
areas that have established a policy that links, aligns or coordinates
teacher certification or licensure requirements with state content
standards for students has grown to 43 in 2004, up from 35 in 2001.
However, the extent of alignment between teacher certification standards
and state content standards for students remains unclear. The data in
Table 4 show that a total of 53 states reported they have set teacher
standards that apply to all teaching fields at all levels.

Standard setting is lacking, however, in fields and at grade levels of
concern to NCLB (which reflects expectations for all teachers). For
example, only 25 states (up from 19 in 2001) report standards for
English or language arts teachers at all grade levels. Similarly, the
number of states with standards for teachers at all levels in
mathematics has increased by five since 2001. Although this increase is
promising, only 23 states currently have teacher standards in
mathematics at all levels. Thus, fewer than 50 percent of all states
have English or language arts and mathematics standards.

At the middle school level, we see similar numbers. Only 16 states have
standards for English or language arts and mathematics---subjects that
are critical for all students. At the high school level, 22 states have
English or language arts standards, and 23 states have mathematics
standards.

Table 3. Summary of state policies on and status of teacher standards:
2001 through 2004

  ---------------------------------- ---------- ---------- ---------- ----------
  **Standards/Policies**             **2001     **2002     **2003     **2004
                                     (N=52)**   (N=54)**   (N=54)**   (N=54)**

  Has the state established content  50         53         53         53
  standards for K-12 students?                                        

  Has the state developed standards  45         47         49         49
  that prospective teachers must                                      
  meet in order to attain initial                                     
  teacher certification or                                            
  licensure?                                                          

  Are plans currently being          37         40         40         40
  formulated to link, align or                                        
  coordinate teacher certification                                    
  or licensure standards with state                                   
  content standards for students?                                     

  Have one or more linkage,          21         18         19         19
  alignment, or coordination                                          
  committees or working groups met,                                   
  but not yet produced a report or a                                  
  set of recommendations?                                             

  Has a report or set of             28         36         38         37
  recommendations been developed to                                   
  address linkage, alignment, or                                      
  coordination between teacher                                        
  certification or licensure                                          
  requirements and state content                                      
  standards for students?                                             

  Has the state established a policy 35         41         40         43
  that links, aligns or coordinates                                   
  teacher certification or licensure                                  
  requirements with state content                                     
  standards for students?                                             

  Has a date been set by which the   32         39         39         43
  recommendation will be                                              
  implemented?                                                        

  Has an implementation group been   25         33         32         37
  established?                                                        

  Are other steps being taken to     33         39         40         42
  develop or implement standards and                                  
  align teacher preparation,                                          
  certification or licensure                                          
  standards with content standards?                                   
  ---------------------------------- ---------- ---------- ---------- ----------

**NOTE:** For purposes of this table, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Table 4. Number of states that have set teacher standards in specific
fields, by grade level: 2004

  ------------------------- -------- ---------- --------- -------- -----------
                            Grade                                  
                            level                                  

  Field                     All      Grades K-3 Grades    Middle   Secondary
                            levels              4-6       grades   grades

  All teaching fields       53       37         10        33       40

  Arts                      43       3          3         2        4

  Bilingual Education, ESL  40       4          3         3        4

  Early childhood education 8        35         0         0        0

  English/Language arts     25       2          4         16       22

  Languages other than      42       3          3         5        8
  English                                                          

  Mathematics               23       3          5         16       23

  Science                   23       3          5         16       23

  Social studies            22       2          4         16       23

  Special education         43       5          3         3        5

  Technology in teaching    34       2          2         4        6

  Vocational/Technical      10       1          2         14       34
  education                                                        
  ------------------------- -------- ---------- --------- -------- -----------

**NOTE:** For purposes of this table, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Clearly, there is still much work to do in setting standards for
teachers in core academic areas at all levels, elementary, middle and
high school. However, 42 states indicated that they are taking other
steps to develop or implement standards and align teacher preparation,
certification or licensure standards with content standards. California
and New Mexico are examples of states that are working to improve
teacher standards:

-   California has adopted new subject matter standards in eight subject
    areas: English or language arts, mathematics, science, social
    science, art, music, physical education and languages other than
    English. The state is currently developing new subject matter
    requirements and standards in five additional subject
    areas---agriculture, business, health science, home economics and
    industrial and technology education. Fully aligned subject matter
    assessments in these four areas are currently under development and
    are expected to be available to teacher candidates in fall of 2005.

-   In the summer of 2003, New Mexico created an Educator Quality
    Division within its Department of Education. This division houses
    licensure, educational ethics, and recruitment, retention and
    professional development. It also oversees the Highly Qualified
    Teacher (HQT) provisions of NCLB. At the same time, the state went
    through an enormous effort to dramatically revise its licensure
    system to increase the rigor of requirements and to incorporate
    NCLB, HQT and a state mandate concerning teacher licensure reform.
    The result was a legislatively sanctioned three-tier licensure
    system. This licensure system includes experience, performance and
    statewide salary minimums for each tier and is based on increased
    compensation for increased accountability. It also includes
    provisions for establishing HQ status, including definitions and
    rules for the subject area competency through the use of HOUSSE. In
    order to be licensed, every new teacher must be highly qualified in
    all core subjects he or she teaches and all current teachers must
    meet the NCLB deadlines. The licensure system should be fully
    implemented by 2007-08.

Pass Rates on State Teacher Assessments

In accordance with HEA Title II, states publish pass rates on state
assessments for teacher certification or licensure and the minimum
passing scores on these assessments. Pass rates are defined as the
percentage of students who successfully pass the assessment test.
"Minimum passing score," also referred to as the "cut score," is the
minimum score that the test taker may receive and be considered to have
passed successfully the assessment test. Pass rates are one way to
measure how well new teachers know the content of the subjects they will
teach before they enter the classroom.

Nationally, 44 states rely on the resources of two different testing
companies---the National Evaluation Systems (NES) and the Educational
Testing Service (ETS)---to provide reliable and valid assessments. A few
states such as Florida and Kentucky have created their own assessments
to supplement those provided by the national testing companies. All but
seven states offer testing programs. The states have the authority to
establish the types of assessments required for certification and the
minimum passing scores.

Under NCLB, new elementary teachers must pass a rigorous assessment of
their content knowledge and teaching skills in reading, writing,
mathematics, and other areas of the elementary school curricula. A
recent Department survey of state testing programs found that all but
four states have teacher testing in place or will have testing in place
by 2006 (U.S. Department of Education, 2005).

Since the HEA Title II reporting system began collecting data in 2000,
each year more states have begun using assessments to evaluate a
teacher's preparedness for the classroom. For example, recently Arizona
implemented a statewide testing program, and Idaho and Montana are in
the final stages of piloting new testing programs. Additionally, South
Dakota, Utah and Washington are phasing in assessment programs.

Of continuing concern is the low level of the minimum passing scores
(cut scores) for teacher assessments. Most of the minimum passing scores
are set lower than the national median scores for these assessments.
Further, despite increased pressure to raise minimum scores, they have
been fairly stable over time.

As would be expected, given the generally low passing score
requirements, overall, prospective teachers pass the assessments at a
very high rate an average of 95 percent nationally. In fact, most test
pass rates are in the 90 to 100 percent range. As a result of the low
minimum passing scores and the high test-taker pass rates, many question
the value of the current pass rates for determining how well novice
teachers are prepared to enter the classroom. The solution is to raise
the minimum scores on these assessments to the levels commensurate with
the skills needed to be a highly qualified teacher. Appendix A2 provides
pass rate data for each state, overall and in different assessment
areas.

Based on their graduates' assessment pass rates, states rank
institutions into quartiles. In 2004, selected institutions did
experience improved quartile rankings. As a group, Historically Black
Colleges and Universities (HBCUs) have tended to have lower pass rates
on teacher assessments as compared to the nation as a whole. However,
overall HBCU pass rates have increased by 11 points since 2000,
increasing from 76 to 87 percent. In fact, five of these institutions
have increased their pass rates by more than 40 points. In Virginia,
Hampton University increased its overall pass rate dramatically, by 67
percentage points, and three quartiles, over the past four years. These
impressive improvements were the result of a number of changes,
beginning with examining pass rate data trends and identifying changes
that could be made to the teacher preparation program to meet individual
students' needs. The university raised expectations and standards for
the teacher candidates while providing them with intensive, personalized
assistance such as using liberal arts professors from the university to
tutor the students in the content areas and using retired public school
teachers to provide direct instruction to the students in reading,
writing and math. The university also altered program requirements such
as changing the point at which the students were required to take the
assessments and including test preparation in course syllabi. More
information about Hampton University's teacher preparation program
improvement can be found at
http://www.acenet.edu/resources/presnet/great-ideas/index.cfm?ideaID=12/.

Number of Teachers on Waivers

Department of Education regulations on teacher quality require states to
stop granting waivers of state certification requirements to teachers of
core academic subjects by the close of the 2005-06 school year. States
grant waivers to teachers to alleviate staffing shortages in schools. A
waiver may allow a teacher to teach while working to meet certification
requirements, to teach a subject outside of the field in which he or she
was trained, or even be used as a stopgap measure to fill classroom
vacancies. Teachers on waivers do not meet the requirements for full
certification. They generally hold some kind of provisional, emergency
or temporary license.

HEA Title II data show that teachers holding a waiver from full state
certification are more likely to work in high-poverty school districts
and in high-need subject areas. These are the areas where research shows
that our nation's students have the greatest need for quality teachers.
Further, a large proportion of the teachers on waivers are teaching
mathematics and science, two areas where there are critical shortages.

The accountability systems established by HEA Title II and NCLB collect
data on the numbers of teachers on waivers and the national usage of
emergency and temporary licenses.

*Changes in the Waiver Definition*

For the 2004 data reporting cycle, the definition of a waiver was
revised to align more closely with the NCLB provisions for highly
qualified teachers. The HEA 2004 waiver reporting requirements were
modified to exclude both teachers participating in alternative routes
who are considered fully certified for purposes of NCLB, and those
teachers who are short- or long-term substitutes (as defined by the
state).

States also were asked to report waiver data by teachers of core content
subject matter areas. For all grade levels, states reported on waivers
for arts, special education and bilingual education. At the elementary
level, states reported on waivers for reading. For the middle and
secondary grades, states waivers reported for English, math, science,
foreign languages, civics and government, economics, history, geography
and career or technical fields.

Prior to the revision in the waiver definition, states reported the
number of teachers on waivers who met the following criteria:

> Any temporary or emergency permit, license or other authorization that
> permits an individual to teach in a public school classroom without
> having received an initial certificate or license from that state or
> any other state.

The original definition allowed states to exclude from the count any
teacher who had ever received a certificate in that state or any other
state. Further, states identified those teachers who held a waiver to
teach but had content area expertise in the subject they were assigned
to teach. Title II guidance stated that "sufficient content knowledge"
meant completing an academic major in each of the content areas taught
or passing the state's assessments of the subject areas taught.

While the definition change results in improved reporting consistency,
it limits the use of this year's waiver data when comparing the data to
any previous year's reported waiver information. It also limits the
ability to conduct meaningful waiver trend analyses that cover the HEA
Title II reporting system collection of data since its inception in
2001.

Figure 5 illustrates that, for the 2003-04 reporting cycle, states
reported that 3.5 percent of teachers were considered to have a waiver.
While trends cannot be calculated in the overall reduction of teachers
on waivers due to the definitional change, the data show that from
2001-02 to 2002-03, 21 states reported a decrease in the percentage of
teachers on waivers. Additionally, 18 states also saw a decline in the
percentage of teachers on waivers in high-poverty districts.

Figure 5. Percentage of classroom teachers on waivers, overall and by
poverty status of district: 2003-04

  ----------------------------------------------------- -----------------
                                                        Percentage

  All districts                                         3.5

  High-poverty districts                                5.2

  All other districts                                   3.1
  ----------------------------------------------------- -----------------

**Source:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Even with the change in the waiver definition, the data reported in
2003-04 are useful in measuring the continuing challenge for America's
schools: the data illustrate that we still have too many teachers on
waivers, and too many districts continue to struggle with a higher
concentration of teachers on waivers in high-poverty school districts
than in all other districts. In 2003-04, states reported a 2.1
percentage point gap between the average percentage of teachers on
waivers in high-poverty districts and all other school districts; 5.2
and 3.1 percent, respectively. Further, in 2003-04, 17 states report
rates above the national average in their high-poverty districts, with
Maryland's rate of 20.2 percent being the highest nationally. As
Appendix A3 and Appendix A4 show, much work remains to be done to reach
our national goal of a highly qualified teacher in every classroom.

The continued use of waivers and emergency and temporary licenses can be
viewed as one more illustration of the demand states face to recruit and
retain highly qualified teachers. Delaware, Nevada and North Carolina
have adopted aggressive approaches to meeting the challenge to have a
highly qualified teacher in every classroom and thus reduce the need for
waivers and emergency licensure. States are addressing the challenge of
teacher turnover and recruitment with innovative strategies (see sidebar
12).

In addition to reporting where teachers with waivers currently work,
states also report waiver data by subject area and grade level. For
those states reporting 2003-04 data by subject area, special education
(primarily for K-12) is the subject area with the highest percentage of
teachers on waivers (6.3 percent). Special education is followed by
geography and foreign languages (at the secondary level, 5.7 percent and
5.5 percent, respectively) bilingual education (all levels, 3.6 percent)
and mathematics and science (secondary level 3.6 percent). Figure 6
compares the percentage of teachers on waivers in different subject
areas in 2003-04.

Figure 6. Percentage of classroom teachers on waivers, by school subject
and level:\
2003-04

  --------------------------------- ------------ ------------ ------------
                                    All levels   Elementary   Secondary
                                                 level        level

  Arts                              2.8                       

  Bilingual/ESL                     3.6                       

  Special education                 6.3                       

  Reading/Language arts                          1.8          

  Civics and government                                       2.3

  Economics                                                   3.3

  English                                                     2.8

  Foreign language                                            5.5

  Geography                                                   5.7

  History                                                     2.3

  Mathematics                                                 3.6

  Science                                                     3.6
  --------------------------------- ------------ ------------ ------------

**Source:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

***[Sidebar Note 12]{.smallcaps}***

**Innovative Strategy to Eliminate Waivers**

*The Delaware Teacher Corps Program provides financial assistance to
Delaware residents who want to become teachers in critical need areas in
the state's public middle schools and high schools. The program helps
recruit teachers to meet shortages in high-need subjects and target
future teachers while they are still in high school.*

*The program provides a service repayment loan of the cost of tuition
annually to full-time students at a Delaware public college or
university who are enrolled in an academic program leading to teacher
certification in a critical need area. First preference is given to
students who intend to teach middle and high school mathematics or
science. Students who intend to teach special education in a content
area are given second priority. The service repayment loans are
renewable for up to three years of undergraduate study if the student
retains at least a 2.75 grade point average. High school seniors are
also eligible for the program. The students must rank in the upper half
of their graduating class and meet minimum score requirements on the SAT
or ACT (http://www.state.de.us/governor/news/2004/09september/090804 -
Delaware teacher corps.shtml).*

Ending the Use of Emergency and Temporary Licenses

The 2005-06 NCLB school year deadline for meeting the highly qualified
teacher requirements also applies to ending the use of temporary and
emergency licenses. However, states report little movement in this area.
Figure 7 identifies the states that are reporting the existence of
emergency or temporary licenses, by renewal status. Some trend analyses
suggest that states are moving away from using long-term emergency
licenses with numerous renewals. For example, in 2001 there were 28
emergency licenses with unlimited renewal (states may have more than one
emergency license), but in 2004 there were only 16 licenses with
unlimited renewal, a reduction of more than 40 percent. However, in 2001
there were 28 emergency licenses that were not renewable, and in 2004
there are now 50 licenses that are not renewable.

A number of states are acting to reduce the use of emergency licenses.
In 2002, Colorado revised the licensing requirements for its
Authorization-Emergency permit from unlimited renewals to a permit with
a one-year duration and one renewal. Additionally, 13 states, including
two of the top five teacher-producing states, Florida and New York, do
not allow any renewals of their temporary permits to teach. Another
three states report that they do not have any emergency or temporary
licenses. These changes are helping to ensure that classrooms are headed
by teachers that meet full certification requirements as well as the
NCLB definition of highly qualified. Appendix A5 provides a list of
emergency or temporary licenses issued by the states in 2004.

Figure 7. States with emergency and temporary licenses, by renewal
status: 2004

  --------------- -------------- -------------- -------------- --------------
  All temporary   At least one   No emergency   Not specified  No emergency
  and emergency   emergency or   or temporary                  or temporary
  licenses are    temporary      licenses are                  licenses
  renewable       license is     renewable                     reported
                  renewable                                    

  Arizona         Alaska         Alabama        North Dakota   District of
                                                               Columbia

  Colorado        Arkansas       Delaware       Pennsylvania   Iowa

  Guam            California     Florida                       South Dakota

  Hawaii          Connecticut    Georgia                       

  Indiana         Idaho          Maryland                      

  Kansas          Illinois       Mississippi                   

  Louisiana       Kentucky       Nevada                        

  Maine           Michigan       New Hampshire                 

  Massachusetts   Minnesota      New York                      

  Missouri        North Carolina Oklahoma                      

  Montana         Ohio           Oregon                        

  Nebraska        South Carolina Vermont                       

  New Jersey      Tennessee      Virginia                      

  New Mexico      Texas                                        

  Puerto Rico     Washington                                   

  Rhode Island    West Virginia                                

  Utah                                                         

  Virgin Islands                                               

  Wisconsin                                                    

  Wyoming                                                      

                                                               

  Total= 20       Total= 16      Total= 13      Total= 2       Total= 3
  --------------- -------------- -------------- -------------- --------------

**NOTE:** For purposes of this figure, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004

State Identification of Low-Performing Teacher Preparation Programs

Title II of the HEA requires states to implement teacher preparation
program accountability measures and establish criteria for assessing
teacher preparation programs. There are 1,323 approved teacher education
institutions across all states and outlying areas (NASDTEC, 2004).
States are responsible for monitoring these schools and providing
assistance to programs that do not meet state performance criteria. The
HEA Title II reporting system contains information on the processes used
by states in reviewing the quality of teacher preparation programs. Many
states incorporate the criteria of national organizations into their
state criteria for assessing teacher preparation programs. Many states
use existing program approval and accreditation processes. Some states,
for example, Louisiana, have created and are administering their own
system of accreditation, while others have adopted nationally recognized
standards.

The accreditation process regardless of the reviewing body, has
multiyear review cycles to allow for identifying problem areas and
implementing corrective action. The review process varies across states,
though most encompass similar criteria, including onsite visits. These
criteria frequently include:

-   Teacher candidate performance, as demonstrated through both formal
    and informal assessments of knowledge and skills;

-   Professors' qualifications, performance and curricula used;

-   Program or unit capacity, including facilities, student support
    mechanisms and resources;

-   Programs' use of data to improve continuously the program of study
    for future teachers; and

-   Adherence to an over-arching model of standards.

In 2004, 50 states, up from 48 in 2002, reported implementing criteria
for assessing program performance. A promising trend in the program
review process is the inclusion of teacher assessment data as one
element of the evaluation. In 2004, 33 states, up from 25 in 2002,
included assessment data in the form of pass rates in their criteria.
Other indicators of teacher knowledge and skills are included in the
criteria for 51 states, an increase from the 46 reporting in 2002.

Another development in the review process as part of the NCLB-driven
move to evidence based, value-added evaluation, some states, such as
Florida, North Carolina and Tennessee use (or the systems are being
developed to use) student achievement outcomes associated with teachers
and their preparation programs to assess the performance of the teacher
preparation providers.

In their annual reports to the Department, states provide detailed
information about any program under review. Programs that do not meet
state requirements may be classified in two categories: at-risk of being
low performing or low performing. These schools receive technical
assistance from the state that is designed to improve their programs and
help the school meet state requirements.

In 2001, the first year of reporting, the number of "at risk" or "low
performing" programs was low because states were still putting the
standards and criteria into place. This number increased to 25 in 2003.
In 2004, states reported a decrease, with the number of institutions
designated as low performing dropping down to 20. However, insufficient
information was reported to determine the cause for the change. Table 5
lists institutions with programs that were designated at-risk or low
performing in 2004.

Jackson State University (JSU) in Mississippi and the University of
Maryland-Eastern Shore are two teacher preparation programs that
illustrate the value of the state oversight and technical assistance
processes. The University of Maryland-Eastern Shore was designated as
low performing in 2003, and JSU was designated as at-risk in 2002, but
the steps they have taken, along with support from their states, are
showing positive results (see sidebar 13).

**State Reporting on Alternative Routes to Teacher Certification**

The HEA Title II accountability provisions require states to report on
their approved alternative route programs to teacher certification and
to provide amplifying information, including for whom the program is
targeted to prepare. A total of 46 states report they are implementing
alternative routes to teacher certification. While this number has
remained constant over time, there have been changes in which states
have approved alternative routes to teacher certification. In 2004,
Florida, Montana and the Virgin Islands reported they had approved their
first or additional alternative route programs to teacher certification.
Additionally, 18 states indicated they are considering or have proposed
additional alternative routes to teacher certification. Figure 8
displays the number of states implementing alternative routes to teacher
certification in 2004. Montana is one of these states (see sidebar 14).

Table 5. At-risk and low-performing institutions, by state: 2004

  ----------- ------------------- ----------------- -------------- --------------
  **State**   **Institution       **Program name**  **Program      **Date
              name**                                type**         designated**

  Florida     Bethune-Cookman     English (grades   Low Performing 9/27/2004
              College             6-12),                           
                                  Bachelor\'s                      

  Florida     Florida A&M         English (grades   Low Performing 9/27/2004
              University          6-12),                           
                                  Bachelor\'s                      

                                                                   

  Georgia     Fort Valley State   All Preparation   ---            1/1/2004
              University          Programs                         

                                                                   

  Illinois    Illinois College    Educational Unit  At Risk        3/20/2003

  Illinois    University of       Educational Unit  At Risk        6/17/2003
              Chicago                                              

  Illinois    Blackburn College   Educational Unit  At Risk        6/17/2003

                                                                   

  Indiana     Calumet College of  Teacher Education At Risk        12/17/2003
              Saint Joseph                                         

                                                                   

  Kansas      Haskell Indian      School of         Low Performing 7/8/2004
              Nations University  Education                        

  Kansas      Fort Hays State     College of        At Risk        8/12/2003
              University          Education                        

  Kansas      Wichita State       College of        At Risk        1/14/2003
              University          Education                        

  Kansas      Sterling College    Department of     At Risk        6/10/2003
                                  Education                        

                                                                   

  Kentucky    Kentucky State      Entire Program    At Risk        9/20/2004
              University                                           

  Kentucky    Union College       Entire Program    At Risk        9/20/2004

                                                                   

  Louisiana   Southern            Teacher           At Risk        4/7/2004
              University - New    Preparation                      
              Orleans             Programs                         

                                                                   

  Maine       Husson College      Teacher           At Risk        12/10/2003
                                  preparation                      

                                                                   

  New York    Marymount Manhattan Teacher Prep      At Risk        4/1/2002
                                  (all)                            

  New York    City University of  Teacher Prep      At Risk        4/1/2002
              New York - Medgar   (all)                            
              Evers College                                        

  New York    Pratt Institute     Teacher Prep      At Risk        4/1/2003
                                  (all)                            

                                                                   

  North       Livingstone College Teacher Education Low Performing 9/2/2004
  Carolina                                                         

                                                                   

  Tennessee   Tusculum College    Teacher Education At Risk        8/27/2004
                                  Program                          
  ----------- ------------------- ----------------- -------------- --------------

--- Data not available

**NOTE:** For purposes of this table, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Figure 8. States implementing alternative routes to teacher
certification: 2004

  ----------------------------------- -----------------------------------
  **States implementing alternative   **States not implementing
  routes to teacher certification**   alternative routes to teacher
                                      certification**

  Alabama                             Alaska

  Arkansas                            Arizona

  California                          District of Columbia

  Colorado                            Guam

  Connecticut                         Oregon

  Delaware                            Pennsylvania

  Florida                             Rhode Island

  Georgia                             Virgin Islands

  Hawaii                              

  Idaho                               

  Illinois                            

  Indiana                             

  Iowa                                

  Kansas                              

  Kentucky                            

  Louisiana                           

  Maine                               

  Maryland                            

  Massachusetts                       

  Michigan                            

  Minnesota                           

  Mississippi                         

  Missouri                            

  Montana                             

  Nebraska                            

  Nevada                              

  New Hampshire                       

  New Jersey                          

  New Mexico                          

  New York                            

  North Carolina                      

  North Dakota                        

  Ohio                                

  Oklahoma                            

  Puerto Rico                         

  South Carolina                      

  South Dakota                        

  Tennessee                           

  Texas                               

  Utah                                

  Vermont                             

  Virginia                            

  Washington                          

  West Virginia                       

  Wisconsin                           

  Wyoming                             
  ----------------------------------- -----------------------------------

**NOTE:** For purposes of this figure, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas. This
map illustrates implementing alternative routes to teacher
certification. Additional states have approved routes to teacher
certification.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Sidebar Note 13

Technical Assistance

*Jackson State University, Jackson, Miss., demonstrated a comprehensive,
five component, intervention model partnership program. Significant and
sustainable improvements were realized through the partnership's
involvement of all constituents of teacher education in the target
areas, collaborating jointly to plan innovative and creative strategies
to help K-12 students to maximize their learning. Additionally, the
partnership created integrated strategies to attract and recruit new
teachers; prepare prospective teachers for certification examinations
(Praxis); as well as retain teachers through retraining and supporting
the continued professional development of administrators and other
educators. The five component, comprehensive change process included:
(1) Teacher preparation curricular revisions with preparation for
certification examinations; (2) Research-based professional development;
(3) Teacher recruitment; (4) Technology enhancement; and (5) School
administrator leadership training. One of many provisions of the project
included hiring consultants to offer students on campus five workshops a
year on the Praxis I, a basic skills assessment. The workshops are
offered on weekends over a four-hour time period and cover test-taking
strategies in reading, math and writing essays with mock testing. Also,
Praxis consultants worked with JSU faculty to determine the extent to
which courses in the education school and other colleges could be better
aligned with the content of Praxis II, content-specific assessments.
Faculty also sat for the Praxis to get a first hand look at the content.
These conversations led to revisions in the content and sequencing of
the curriculum.*

*At the University of Maryland-Eastern Shore, a full-time staff member
was hired to help students improve their test-taking skills, especially
with the Praxis. States such as Maryland are providing targeted support
to at-risk and low-performing programs by meeting on site with faculty
and providing technical assistance to program leaders on the program
standards and how to meet them.*

Table 6 shows the alternative routes to teacher certification reported
in states' most recent annual submissions and indicates whether
alternative route graduates are required to pass the same assessments as
graduates from traditional programs. In 2004, 37 states required the
same assessments for participants coming through both traditional and
alternative routes: Alabama, Arkansas, California, Colorado,
Connecticut, Delaware, Florida, Georgia, Hawaii, Illinois, Indiana,
Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan,
Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New
Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, South
Carolina, Tennessee, Texas, Vermont, Virginia, Washington and Wisconsin
plus Puerto Rico and the Virgin Islands.

The Department of Education, under the Transition to Teaching program,
provides five-year grants to institutions, school districts and states
to support recent college graduates, mid-career professionals and
paraprofessionals desiring to enter the teaching workforce. Two grant
competitions have been held. An evaluation of the 2002 cohort of 94
grantees, including data at the program and participant levels will
become available in 2006. This information will help to provide an
additional perspective on effective features of alternative route
programs to teacher certification.

In reporting alternative route to teacher certification data under HEA
Title II, states provide descriptions of their alternative route
programs, rather than specific projects. For example, under umbrella
programs such as Troops-to-Teachers or postbaccalaureate programs,
individual projects conducted at postsecondary institutions or school
districts are likely to differ somewhat from one another. It is
important to remember this distinction when reviewing other materials on
the number of alternative route programs to teacher certification.

Table 6. Characteristics of alternative routes to teacher certification,
by state: 2004

  ------------- ------------------------------ ------------- ----------------- --------------- -----------------
  **State**     **Alternative route**          **Is practice **Same            **Other         **Is the route
                                               teaching      assessments used  assessments**   supported by a
                                               required?**   for traditional                   national
                                                             route                             organization?**
                                                             certification**                   

  Alabama       Alternative Class A            Yes           Yes               No              No
                \[Master\'s Level\]                                                            

  Alabama       Baccalaureate Level            No            Yes               No              No

  Alabama       Preliminary                    No            Yes               No              No

  Arkansas      Master of Arts in Teaching     Yes           Yes               No              No
                (MAT)                                                                          

  Arkansas      Non-traditional Licensure      No            Yes               No              No
                Program (NTLP)                                                                 

  California    CCTC Alternative Route---SB 57 No            Yes               No              No
                Private School Experience                                                      

  California    District intern program        Yes           Yes               No              No

  California    Individualized Intern          Yes           Yes               No              No
                Certificate                                                                    

  California    Troops-to-Teachers             NA            NA                NA              NA

  California    University Internship          Yes           Yes               No              No

  Colorado      Alternative Teacher Licensing  No            Yes               No              No
                Program and Teacher in                                                         
                Residence Programs                                                             

  Connecticut   Alternate Route to Teacher     Yes           Yes               No              No
                Certification I (ARC I)                                                        

  Connecticut   Alternate Route to Teacher     Yes           Yes               No              No
                Certification II (ARC II)                                                      

  Delaware      Alternative Routes to          No            Yes               Yes             No
                Certification (ARTC)                                                           

  Delaware      Master of Arts in Teaching     Yes           Yes               Yes             No
                with Initial Certification                                                     

  Delaware      Master\'s Program in           Yes           Yes               No              No
                Elementary or Middle Level                                                     
                Education                                                                      

  Florida       Alternate                      No            Yes               Yes             No
                Certification-Teacher                                                          
                Education Institutes                                                           

  Florida       State-Approved,                Yes           Yes               Yes             No
                Competency-Based Alternative                                                   
                Certification Program                                                          
                Reference: Section                                                             
                1012.56(7)(a), Florida                                                         
                Statutes (2004)                                                                

  Georgia       Georgia Alternative            No            Yes               Yes             No
                Preparation Program called                                                     
                Georgia TAPP Program                                                           

  Georgia       Postbaccalaureate Program      No            Yes               Yes             No

  Hawaii        Respecialization in Special    Yes           Yes               Yes             No
                Education (SPED/RISE)                                                          

  Idaho         Alternate Route Program        No            No                No              No

  Illinois      Alternative                    Yes           Yes               Yes             Yes
                Certification---105 ILCS                                                       
                5/21-5b                                                                        

  Illinois      Alternative Route to           NA            Yes               Yes             No
                Administrative Certification                                                   
                105 ILCS 5/21-5d                                                               

  Illinois      Alternative Route to Teacher   Yes           Yes               Yes             No
                Certification 105 ILCS 5/21-5c                                                 

  Illinois      Illinois Teacher Corps 105     Yes           Yes               Yes             No
                ILCS 5/21-11.4                                                                 

  Indiana       Transition to Teaching         Yes           Yes               No              No

  Iowa          Teacher Intern Program         Yes           No                No              No
                (approved in 2002; no approved                                                 
                programs yet)                                                                  

  Kansas        Innovative and Experimental    No            Yes               No              No
                Programs                                                                       

  Kansas        Restricted Teaching License    No            Yes               No              No

  Kansas        Transition to Teaching         No            Yes               No              NA

  Kentucky      Adjunct Instructor             No            No                No              No
                Certification                                                                  

  Kentucky      College Faculty Certification  No            No                No              No

  Kentucky      Exceptional Work Experience    No            No                No              No
                Certification                                                                  

  Kentucky      Local District Training        No            Yes               No              No
                Program                                                                        

  Kentucky      University-Based Alternative   No            Yes               No              No
                Certification                                                                  

  Kentucky      Veterans of the Armed Services No            Yes               No              No
  ------------- ------------------------------ ------------- ----------------- --------------- -----------------

Table 6. Characteristics of alternative routes to teacher certification,
by state: 2004 (continued)

  --------------- ------------------------------ ------------- ----------------- --------------- -----------------
  **State**       **Alternative route**          **Is practice **Same            **Other         **Is the route
                                                 teaching      assessments used  assessments**   supported by a
                                                 required?**   for traditional                   national
                                                               route                             organization?**
                                                               certification**                   

  Louisiana       Master\'s Degree Program       Yes           Yes               No              No

  Louisiana       Non-Master\'s Degree Program   Yes           Yes               No              No

  Louisiana       Practitioner Teacher Program   Yes           Yes               No              Yes

  Maine           Transcript Analysis            Yes           Yes               No              No

  Maryland        Resident Teacher Program (RTC) No            Yes               No              Yes
                  as described in COMAR 13                                                       

  Massachusetts   Route Two                      Yes           Yes               No              No

  Massachusetts   Route Three                    Yes           Yes               No              No

  Massachusetts   Route Four                     Yes           Yes               No              No

  Massachusetts   Route Five                     Yes           Yes               No              No

  Michigan        Model Process and Standards    Yes           Yes               No              No
                  for Michigan\'s Alternative                                                    
                  Routes to Teacher                                                              
                  Certification (MARTC)                                                          

  Michigan        The Limited License To         Yes           Yes               No              No
                  Instruct                                                                       

  Michigan        Troops-to-Teachers             Yes           Yes               No              No

  Minnesota       The Collaborative Urban        Yes           Yes               No              No
                  Educator Program (CUE)                                                         

  Mississippi     Alternate Route Entry Level    No            Yes               Yes             No
                  Administrator License                                                          

  Mississippi     Master of Arts in Teaching     Yes           Yes               No              No
                  Program (MAT)                                                                  

  Mississippi     Mississippi Alternate Path to  Yes           Yes               No              No
                  Quality Teachers (MAPQT)                                                       

  Mississippi     The Teach Mississippi          Yes           Yes               No              No
                  Institute                                                                      

  Missouri        Innovative and Alternative     NA            Yes               No              No
                  Professional Education                                                         
                  Programs                                                                       

  Missouri        Temporary Authorization        No            Yes               Yes             No
                  Certificate                                                                    

  Montana         Montana and High Plains        No            No                No              No
                  Troops-to-Teachers                                                             

  Montana         Northern Plains Transition to  No            No                No              No
                  Teaching                                                                       

  Montana         Teaching Endorsement           NA            NA                NA              No
                  Internship Program                                                             

  Nebraska        Transitional Teaching          Yes           Yes               No              No
                  Certificate                                                                    

  Nevada          Nevada Administrative Code     No            Yes               No              No
                  391.057 Conditional Licensure                                                  

  New Hampshire   Alternative 3a:                No            Yes               Yes             Yes
                  Competency-Based Certification                                                 
                  for Candidates Experienced in                                                  
                  Endorsement Areas                                                              

  New Hampshire   Alternative 4: Job-Embedded    No            Yes               No              Yes
                  Option for Critical Shortage                                                   
                  Areas, Vocational Education,                                                   
                  and Business Administrator                                                     

  New Hampshire   Alternative 5: Job-Embedded    No            Yes               No              Yes
                  Option for Content Majors in                                                   
                  All Teaching Areas Except                                                      
                  Special Education and                                                          
                  Vocational Education                                                           

  New Jersey      Alternative Pathway to         Yes           Yes               No              No
                  Certification-MAT Option                                                       

  New Jersey      Provisional Teacher            Yes           Yes               No              Yes
                  Program---Alternate Route.                                                     
                  Requirements for this program                                                  
                  can be found in N.J.A.C                                                        
                  6A:9-8.1                                                                       

  New Mexico      Three Year Alternative         Yes           Yes               No              No
                  License---College or                                                           
                  University Program                                                             

  New Mexico      Three Year Alternative         Yes           Yes               No              Yes
                  License---Post Secondary                                                       
                  Coursework or Portfolio Route                                                  

  New York        Alternative Teacher            Yes           Yes               No              No
                  Preparation                                                                    
                  Program---Transitional B                                                       
                  Certificate                                                                    

  New York        Transcript Evaluation          Yes           Yes               No              No
  --------------- ------------------------------ ------------- ----------------- --------------- -----------------

Table 6. Characteristics of alternative routes to teacher certification,
by state: 2004 (continued)

  ------------ ------------------------------ ------------- ----------------- --------------- -----------------
  **State**    **Alternative route**          **Is practice **Same            **Other         **Is the route
                                              teaching      assessments used  assessments**   supported by a
                                              required?**   for traditional                   national
                                                            route                             organization?**
                                                            certification**                   

  North        Regional Alternative Licensing No            Yes               No              No
  Carolina     Centers---established in April                                                 
               2002                                                                           

  North Dakota Interim licensure clinical     No            No                Yes             No
               practice option.                                                               

  Ohio         Conditional Permit             No            Yes               Yes             No

  Ohio         ORC, 3319.26 Alternative       No            Yes               No              No
               Educator License                                                               

  Oklahoma     Oklahoma Alternative Placement No            Yes               No              No
               Program                                                                        

  Puerto Rico  Alternative Route to Teacher   Yes           Yes               No              No
               Certification                                                                  

  South        Program of Alternative         No            Yes               Yes             No
  Carolina     Certification for Educators                                                    
               (PACE)                                                                         

  South Dakota Alternative Certification      Yes           No                No              No

  Tennessee    Alternative A License          Yes           Yes               No              No

  Tennessee    Alternative C License          Yes           Yes               No              No

  Tennessee    Alternative E License          Yes           Yes               No              No

  Texas        Alternative Route to           Yes           Yes               No              No
               Certification                                                                  

  Utah         Alternative Routes to          No            No                Yes             No
               Licensure (ARL)                                                                

  Utah         Career & Technology Education  No            No                No              No
               (CTE) Alternative Routes to                                                    
               Licensure (ARL)                                                                

  Vermont      License by Evaluation (Peer    Yes           Yes               Yes             No
               Review)                                                                        

  Virgin       Virgin Islands Alternative     No            Yes               Yes             No
  Islands      Route to Teacher Certification                                                 
               (VARTC)                                                                        

  Virginia     Alternative Licensure Program  No            Yes               No              No

  Virginia     Career Switcher Alternative    Yes           Yes               No              No
               Route to Licensure Program                                                     

  Washington   Route 1                        Yes           Yes               Yes             No

  Washington   Route 2                        Yes           Yes               Yes             No

  Washington   Route 3                        Yes           Yes               Yes             No

  West         Alternative Programs for the   NA            No                No              NA
  Virginia     Education of Teachers                                                          

  Wisconsin    Licenses Based on Equivalency  Yes           Yes               No              Yes

  Wisconsin    Experimental and Innovative    Yes           Yes               No              Yes
               Programs                                                                       

  Wyoming      Northern Plains Transition to  Yes           NA                No              No
               Teaching                                                                       

  Wyoming      Portfolio                      Yes           No                No              No

                                                                                              

  Total (YES)                                 53            24                80              10

  Percent of                                  55%           25%               83%             10%
  Total N                                                                                     
  (N=96)                                                                                      
  ------------ ------------------------------ ------------- ----------------- --------------- -----------------

**NOTE:** NA means not applicable. For purposes of this table, the term
"state" refers to the 50 states, the District of Columbia, Puerto Rico
and outlying areas.

SOURCE: U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

For example, as described in Chapter 2, the National Center for
Alternative Certification (NCAC) is another source of information for
alternative preparation programs. NCAC, which was created in 2003
through a Department grant to its sister organization, the National
Center for Education Information (NCEI), is a national resource center
that publishes profiles of existing alternative routes and provides
informational assistance to individuals seeking entry into the teaching
profession. The Department's grant to NCEI was to establish the NCAC as
the comprehensive and independent source of information about
alternative routes to teacher certification. As part of its research,
NCAC is currently collecting data on alternative route program
participants and has created a system to classify the variety of
national, state and district-supported alternative routes to
certification. However, NCAC uses a different approach for collecting
data on these programs than does HEA Title II. NCAC collects alternative
route to teacher certification data at the site-specific level. As a
result, there is substantial disparity in the number of programs
reported: HEA Title II reports 96 routes, compared with more than 600
reported by NCAC.

As the number and variety of alternative route programs to teacher
certification have increased, a need developed for the systematic
inventorying of these programs. The NCAC system provides a common
reference point for evaluating and discussing programs. For example,
NCAC categorized alternative routes to teacher certification based on
the candidate's experience and qualifications and other factors. For
more information, including a complete listing of the classification
system, visit the NCAC Web site (http://www.teach-now.org/).

*[Sidebar Note 14]{.smallcaps}*

**Northern Plains Transition to Teaching**

*The Northern Plains Transition to Teaching (NPTT) program at Montana
State University-Bozeman (MSU) has developed a program to provide
well-prepared educators to meet the hiring needs of secondary rural
schools in Montana, Wyoming and South Dakota. The program recruits
adults who hold baccalaureate degrees in the subject they wish to teach.
Using a distance education model, the program requires 18 course credits
and a supervised, year-long paid internship. Participants are placed in
high-need school districts in the states of Montana, South Dakota or
Wyoming. Experienced mentor teachers, an online help center and regular
cohort meetings all provide support to participants.*

4\. The Federal Contribution to Teacher Quality

The federal government plays a key role in making sure that all children
have access to high-quality teaching. While states and local school
districts provide the most support for teacher quality, the federal
government has been instrumental in shaping policy, conducting research
and funding programs to support teachers through all phases of their
careers. In this chapter, we highlight the Department's major
contributions to teacher quality since last year's report.

**Teacher-to-Teacher**

The Department recognizes teachers' desires to be resources for one
another, working together to enhance the profession as a whole. Last
year, the Department embarked on a comprehensive effort to learn what
teachers need in terms of professional development and to provide the
support directly to teachers. In the summer of 2004, the Department
provided opportunities for teachers to meet and share research-based
practices though the Research-to-Practice Summit and a series of teacher
roundtables. After listening to teachers, the Department launched a bold
new professional development program---the Teacher-to-Teacher
initiative. This initiative includes three components:

-   Workshops on research-based practices in reading and mathematics;

-   E-Learning opportunities to promote professional development; and

-   American Stars of Teaching.

*Workshops*

During the summer and fall of 2004, the Department sponsored a series of
Teacher-to-Teacher workshop sessions on research-based practices in
reading and math strategies and how teachers can use data to inform
classroom instruction. Active classroom teachers, many of whom were
instrumental in turning around low-performing schools, led the workshop
sessions. The workshops were designed to showcase a model of
high-quality professional development based on the principles of NCLB.
Comprehensive 2 ½-day summer workshops were held across the nation in
seven sites. Math workshops were held in October in Arkansas and
Washington state, and the reading workshops were held in West Virginia
and Wisconsin. Workshops also included sessions on school leadership,
NCLB, and teaching methods such as differentiated instruction, providing
feedback, and developing standards-based report cards. Summer workshops
in 2005 will be hosted in Cincinnati, Ohio; Phoenix, Ariz.; Minneapolis,
Minn.; Tampa, Fla.; San Jose, Calif.; and Bethesda, Md.

*The E-Learning Initiative*

Increasingly states are offering teachers the chance to meet license
renewal and professional development goals through self-paced online
learning. The Department of Education has joined forces with the
Panhandle Area Education Consortium (PAEC) to support teachers who wish
to enroll, complete a course, take an assessment and complete follow-up
activities. The workshop's modules were recorded during the
Teacher-to-Teacher workshops. Teachers now have access to 23 digital
workshops on the five essentials in reading instruction, math content
areas and turning data into information. Every course offers the
following components: overview, course component description, video
note-taking guide (PowerPoint presentation), video, course assessment,
course follow-up activities, course handouts, principal's implementation
checklist, professional development coordinator feedback form and
additional resources.

The Department designed the workshop contents and structure with state
professional development requirements in mind. Teachers are encouraged
to check with their own state's credentials and evaluation systems to
determine if they can obtain credit for taking one of these courses.
Approximately 10 hours are required to watch the video and complete the
accompanying follow-up activities.

*American Stars of Teaching*

The secretary of education identifies teachers in local communities
across the country whose exemplary practices have resulted in raising
student academic achievement for all of their students. One teacher is
recognized from each of the 50 states and the District of Columbia each
year. Department officials personally visit each teacher to give him or
her a prestigious and well-deserved American Stars of Teaching award and
to offer personal congratulations. The experiences of the American Stars
of Teaching can benefit teachers throughout the nation who may be facing
similar challenges in the classroom with improving student achievement.

In spring of 2005, the Department will launch its second year of the
American Stars of Teaching effort. Teachers wishing to nominate
themselves or their colleagues as an American Star of Teaching must
complete the online nomination form at
http://www.teacherquality.us/default.asp.

**Research on Teacher Quality and Preparation**

There is much yet to learn about teacher preparation and quality, and
the Department is investing considerable resources on research in these
areas. The Institute of Education Sciences (IES) within the Department
of Education is supporting a number of research and evaluation studies
on teacher quality that will provide valuable information for the
preparation of effective teachers. In 2003 and 2004, IES funded 11
research grants on teacher quality:

-   Six projects for the study of professional development in early
    reading, two of them with preschool teachers and students;

-   Two projects for the study of professional development in teaching
    middle school mathematics; and

-   Three projects for the assessment of the validity of teacher tests
    for licensure, i.e., the predictive value of teacher test scores in
    determining student achievement.

In addition to the 11 research grants, IES is supporting six evaluation
studies that will provide valuable information for expanding our
understanding of what makes effective teacher preparation programs and
how to strengthen current teacher preparation programs. An overview of
each of the evaluation studies follows.

-   The Impact Evaluation of Teacher Preparation Models. The purpose of
    this study is to assess the effects of different types and amounts
    of teacher training on student achievement by examining the
    association between different teacher preparation methods and
    different teaching practices (e.g., curriculum coverage, pedagogical
    practices and classroom management). Pairs of new teachers in the
    same grade in 80 schools will be formed, representing traditional
    and alternative route preparation. This four-year study involving
    the collection of student records, pretest and posttest scores and
    measures of teacher practice will be completed in September 2007.

    -   A Study of Teacher Preparation Programs in the United States.
        This study takes a broad look at what is known and what can be
        known about participants in teacher preparation programs and the
        type of instruction they receive. The study will examine the
        required course work and experiences in reading and mathematics
        in all types of teacher preparation programs. Researchers also
        will explore and make recommendations regarding future data
        collection that would provide information about the content
        knowledge, pedagogical competence and effectiveness of graduates
        from teacher education programs and teachers trained in
        alternative certification programs. The results of this study
        are scheduled to be reported to Congress in the winter of 2007.

    -   Study of Teacher Preparation in Early Reading Instruction. This
        study, to begin in spring 2005, will examine the extent to which
        the course work in reading instruction offered by education
        schools is aligned with the teacher knowledge necessary to
        implement the five essential components of reading instruction,
        as identified by the National Reading Panel. Using course
        catalogs from a sample of approximately 100 schools of
        education, the set of required course syllabi to be included
        will be identified and then analyzed.

    -   Evaluation of Teacher Certification by the National Board for
        Professional Teaching Standards (NBPTS). The purpose of this
        study is to support the development of a framework to evaluate
        the effects of NBPTS certification. It will specifically address
        the question: To what extent is the NBPTS certification model a
        cost-effective method of improving teacher quality? The Title II
        reporting system primarily is concerned with the initial
        certificate that teachers obtain after completing a preparation
        program. Therefore, there has been little discussion in the
        secretary's reports about advanced certification provided by
        application to the NBPTS. Yet, many states provide incentive
        bonuses for in-service teachers who seek this level of review of
        their qualifications. Organizations such as the Milken Family
        Foundation and the National Commission for Teaching and
        America's Future are turning their attention to recognizing the
        progression of expertise that teachers build over a number of
        years through practice, assessment and professional development.
        Therefore, this is a timely effort.

    -   Teacher Induction Impact Evaluation. This study's purpose is to
        examine the effectiveness of a teacher induction program in
        increasing retention rates and affecting teacher practices among
        novice elementary school teachers. Teachers who participate in
        this high-quality program will be compared with those who
        received induction support through "business as usual" support
        in their district. Teacher background information such as
        education and cognitive and verbal ability test scores will be
        used to assess the program. The study will be completed in 2009.

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-   The Impact of Professional Development Models and Strategies on
    Teacher Practice and Student Achievement. This study is designed to
    evaluate the effects of two professional development approaches on
    improving early reading. The approaches are: (a) a five-day summer
    institute with three days of follow-up throughout the school year
    and (b) institutes and follow-up days plus coaching by an in-school
    reading specialist trained in a particular coaching approach. This
    five-year study will be completed in September 2008.

*"The* No Child Left Behind ***law committed this nation to a bold
vision for a future in which all children, regardless of race, income or
native language, have the chance to succeed in school and life. The law
projected a 12-year horizon for every child across this nation to read
and do math at grade level.**"* ---*Secretary Margaret Spellings*

**Funding Teacher Quality Initiatives**

As a nation, we have work left to do to ensure a highly qualified
teacher in every elementary, middle and high school classroom by 2006.
The United States spends more per pupil per year than any country except
Switzerland, and we have every right to expect the best education for
all of our children. There is no question that teaching is a tough job,
but the rewards are great. America's demand for quality education must
be accompanied by a strong commitment to support its teachers. Our
future depends on it.

To make this bold vision a reality, the federal government provides
support to states, school districts, institutions of higher education
and others. Department of Education discretionary funding makes up about
8 percent of the \$514 billion that the United States spends annually on
elementary and secondary education. Federal dollars are targeted to
innovative programs that show promise and programs that have produced
results. President George W. Bush has proposed a budget for fiscal year
2006 that continues to build upon the momentum of progress spurred by
NCLB: the nearly \$1.5 billion High School Initiative would hold high
schools accountable for teaching all students and provide timely
intervention for students not learning at grade level. This new
initiative will help to ensure all high school graduates are prepared
for college or employment.

States, school districts and schools are still doing the hard work of
implementing NCLB and the early returns are promising. The proposed
budget continues to support these efforts by requesting increased
funding for Title I Grants to Local Education Agencies and Special
Education Grants to States. In the area of meeting the highly qualified
teacher challenge, the president has proposed to continue the high level
of support for Improving Teacher Quality State Grants by funding the
program at \$2.92 billion. These grants help states ensure that all
teachers of core academic subjects are highly qualified, as required by
NCLB, and are able to teach effectively so that every student achieves
high academic standards. In addition, the president has proposed \$500
million for a new Teacher Incentive Fund to encourage performance-based
compensation systems that would change the way school districts reward
teachers. Other highlights of the proposed budget include:

-   \$1.24 billion for a High School Intervention initiative to
    strengthen high school education and provide specific interventions,
    including assessment-based performance plans for each student,
    designed to improve the academic achievement of students at greatest
    risk of not meeting challenging state academic standards and not
    completing high school.

-   \$250 million to help states develop and implement new High School
    Assessments in reading or language arts and mathematics. The
    proposal would provide state formula grants to add, by the 2009-10
    school year, annual assessments at two additional high school
    grades. The request also includes a \$22.5 million increase for the
    National Assessment of Educational Progress to implement state-level
    assessments in reading and mathematics at the 12th grade in 2007.

-   \$200 million for the Striving Readers program (a \$175 million
    increase), funded for the first time in fiscal year 2005, to
    significantly expand the development and implementation of
    research-based interventions to improve the skills of teenage
    students who are reading below grade level.

-   \$269 million for the Mathematics and Science Partnership program,
    which includes \$120 million for a new Secondary Education
    Mathematics Initiative that would provide competitive grants to
    accelerate the mathematics learning of secondary-school students.
    Current partnerships focus on developing rigorous mathematics and
    science curricula, distance learning programs and incentives to
    recruit college graduates with degrees in math and science into the
    teaching profession.

-   A \$22 million increase for the Advanced Placement program to expand
    the availability of Advanced Placement and International
    Baccalaureate programs in schools with large populations of
    low-income students and to train teachers for those programs.

-   \$500 million for a new Teacher Incentive Fund, which would provide
    formula grants to reward effective teachers and create incentives to
    attract qualified teachers to high-need schools, as well as
    competitive grants to design and implement performance-based
    compensation systems that change the way school districts pay
    teachers.

-   \$164 million for Research, Development and Dissemination to
    maintain support for ongoing initiatives critical to the success of
    the NCLB Act, including research on reading comprehension,
    mathematics and science education, teacher quality and cognition and
    learning in the classroom, as well as a new program of
    field-initiated evaluations of promising education products and
    approaches to find out what works in the classroom.

-   A provision to make permanent the expanded loan forgiveness
    provisions of the *Taxpayer-Teacher Protection Act of 2004*, which
    forgive up to \$17,500 in student loans for highly qualified math,
    science and special education teachers serving low-income
    communities.

-   \$90.6 million for Special Education Personnel Preparation to ensure
    that there are adequate numbers of personnel with the skills and
    knowledge necessary to help children with disabilities succeed
    educationally. Program activities focus on both meeting the demand
    for personnel to serve children with disabilities and improving the
    qualifications of these personnel, with particular emphasis on
    incorporating knowledge gained from research and practice into
    training programs.

-   \$14.8 million to support the Troops-to-Teachers program. The
    Troops-to-Teachers program administered by the Department of Defense
    program helps train retiring military personnel to teach in
    high-poverty school districts.

-   \$44.9 million for Transition to Teaching grants to recruit and
    retain highly qualified mid-career professionals. This program
    supports alternative routes to teacher certification and other
    approaches to enable mid-career professionals and recent college
    graduates to transition to careers in teaching. These grants train,
    place and support teachers in high-need schools.

-   \$119 million for Teaching American History. This program makes
    competitive grants to school districts for professional development
    to strengthen the teaching of traditional American history as a
    separate subject in elementary and secondary schools.

-   \$8 million for Advanced Credentialing. This program supports the
    development of advanced credentials based on the content expertise
    of master teachers. Funds also support related activities to
    encourage and support teachers seeking advanced credentials. The
    2006 request would support the American Board for the Certification
    of Teacher Excellence's development of an Initial Certification and
    a Master Certification to give states and districts more options for
    improving teacher quality and, most importantly, raising student
    achievement.

-   \$14.7 million for Early Childhood Educator Professional Development
    grants. This program focuses on professional development, especially
    in teaching prereading skills to young children, for early childhood
    educators and caregivers working in high-poverty communities.

-   Expanding the above-the-line tax deduction for qualified
    out-of-pocket classroom expenses incurred by teachers from \$250 to
    \$400.

The overall 2006 president's budget request---including both
discretionary and mandatory funds---combines fiscal discipline with
strong, continued commitment to NCLB and longstanding priorities, such
as Title I Grants to LEAs and Special Education Grants to States.
Additionally, many of the federally funded education programs provide
great flexibility for states, school districts and other grantees to
initiate a variety of activities that will meet the needs of their
teachers and students. It is only through this strong federal and local
partnership that we can ensure a quality education for all of the
nation's students.

**Looking Forward**

During the next four years, the United States will realize many of the
promises of the *No Child Left Behind Act*. More children than ever
before will be taught by a teacher who meets the federal standards as
highly qualified. These teachers will have solid content knowledge and
essential 21st century knowledge and skills, including the ability to
use research-based methods appropriate for their content expertise. They
will be trained to teach diverse learners in high-need schools and know
how to interpret data for making informed instructional decisions. These
changes will come about, in part, by making teacher education a
university-wide commitment; strengthening, broadening and integrating
field experiences throughout the teacher preparation program;
strengthening and expanding partnerships among teacher education
institutions and state and local school districts; and by creating
quality mentoring and support programs to help teachers during the first
few critical years of teaching and to maintain strong professional
development throughout their careers.

Other changes also must occur over the next four years. Much of the work
of *No Child Left Behind* has focused on our elementary and middle
schools. America must do more to prepare high school students for
graduation, especially those most at risk of dropping out. Higher
education is key to success in the 21st century. The international
economy of the 21st century is competitive, and, as our children become
young adults, they must have the skills developed through a strong
education to keep our nation competitive.

We must begin by improving the skills of our high school teachers.
Substantial reform is required to strengthen our high school education
programs and provide specific interventions that meet individual student
needs, particularly those at-risk. America can no longer afford to lose
11 percent of its high school students before they graduate. Further, a
study by the Manhattan Institute found that only 32 percent of students
who exit high school are prepared for college.

Every child regardless of race or economic background must leave high
school with the knowledge and skills to succeed in college or in the
modern workplace. To help solve this problem, we must expand Advanced
Placement and International Baccalaureate programs in high schools with
large numbers of disadvantaged students. Further, we must support
dual-enrollment credit transfers for high school students taking
college-level courses. Dual enrollment encourages students, particularly
those with disadvantaged backgrounds, to enter college.

We also must give our high school students the vision to see where
higher education can take them. Our world today is defined less by where
we live and more by what we know. To learn the skills they will need to
lead in this new technologically advanced world means making higher
education affordable for all. First, we must provide consumers with
useful information about higher education institutions. States and
postsecondary institutions must adopt compatible, connected, data-based
systems. One of the biggest postsecondary education challenges is the
lack of compatible and comprehensive measurements---the kind of
information parents have come to expect from K--12 schools. Parents
today see a mosaic of fine higher education institutions, each with
wonderful qualities but find it difficult to piece the puzzle together.
To increase the number of students attending colleges and universities,
as well as trade schools and career colleges, we must ensure that high
school students and their parents have information about the multitude
of resources, including federal Pell Grants and student and parent
loans, to help them pay for postsecondary education.

If we do these things, we will help the next generation of Americans
realize the long-held promise of higher education and secure the future
for themselves and their children in the 21st century.

References

Allen, M.B. 2003. *Eight questions on teacher preparation: What does the
research say?* Denver: Education Commission of the States.

American Institutes for Research. 2001. *Targeted literature review.*
Washington, D.C.: U.S. Department of Education, Planning and Evaluation
Service.

Center for the Study of Teaching and Policy. 2001. *Teacher preparation
research: Current knowledge, gaps, and recommendations.* Seattle: Center
for the Study of Teaching and Policy.

Charles A. Dana Center. 2002. *Texas beginning educator support system:
Report for year three, 2001-02.* Austin: University of Texas.
http://www.sbec.state.tx.us/ SBECOnline/txbess/evalrpt.asp (accessed
March 25, 2005).

Fuller, E. 2003. *Beginning teacher retention rates for TxBESS and
non-TxBESS teachers.* Austin: State Board for Educator Certification.

Grant, L.L. 2004. Meta-analysis of induction and mentoring programs'
contribution to new teacher retention during the first five years of
employment. *Dissertation Abstracts International* 64(12): 4287.

Haycock, K. 1998. *Good teaching matters\...A lot.*
http://www2.edtrust.org/NR/rdonlyres/0279CB4F-B729-4260-AB6E-359FD3C374A7/0/k16_summer98.pdf
(accessed Feb. 14, 2005).

Ingersoll, R.M. (2003). *Is there really a teacher shortage?* Seattle:
Center for the Study of Teaching and Policy, University of Washington.

Ingersoll, R.M., and J.M. Kralik. 2004. *The impact of mentoring on
teacher retention: What the research says.* Washington, D.C.: Education
Commission of the States, Research Review Teaching Quality.

Lemke, M., A. Sen, E. Pahlke, L. Partelow, D. Miller, T. Williams, D.
Kastberg, and L. Joeclyn. 2004. *International outcomes of learning in
mathematics literacy and problem solving: PISA 2003 results from U.S.
perspective* (NCES 2005--003). U.S. Department of Education, National
Center for Education Statistics. Washington, D.C.

National Association of State Directors of Teacher Education and
Certification. 2004. *The NASDTEC manual on the preparation and
certification of educational personnel: 2004.* Sacramento: School
Services of California, Inc.

National Center for Education Information. n.d. *Table 2. Numbers of
teaching certificates issued to persons who completed an alternative
route, by state: 2004.*
http://www.teach-now.org/Tables2004/frmTable2_StateClassiﬁcation04.pdf
(accessed Feb. 14, 2005).

National Center for Education Statistics. 2002. *The Schools and
Staffing Survey 1999-2000.* Available online:
http://www.nces.ed.gov/surveys/sass (accessed Feb. 14, 2005).

Neild, R.C., and K. Spiridakis. 2003. *Teachers in the school district
of Philadelphia: Tables on teacher retention and the distribution of
teachers' certification levels and experience in the district by school
type, poverty level, and school racial composition.* Philadelphia, Pa.:
Research for Action. Also available online at
http://www.researchforaction.org/PSR/PublishedWorks/abstracts/TRAbstract.htm
(accessed April 29, 2005).

Sanders, T. 2004. *No time to waste: The vital role of college and
university leaders in improving science and mathematics education.* Work
completed under NSF grant \# REC-0450978. Presented at the invitational
conference on Teacher Preparation and Institutions of Higher Education:
Mathematics and Science Content Knowledge, Washington, D.C.

Snodgrass, J. 2004. *Turning data into information.* Presented at the
Teacher-to-Teacher Summer Workshops.

Synder, T.D., A.G. Tan, and C.M. Hoffman. 2004. *Digest of education
statistics 2003,* Table 52. (NCES 2005-025). U.S. Department of
Education, National Center for Education Statistics. Washington, D.C.
Also available online at:
http://nces.ed.gov/programs/digest/d03/tables/dt052.asp.

SRI International. 2000. *Preparing and supporting new teachers: A
literature review.* Menlo Park: Author.

Smith, T.M., and R.M. Ingersoll. 2004. What are the effects of induction
and mentoring on beginning teacher turnover? *American Educational
Research Journal* 41(3): 681--714.

Tomlinson, C. 2000. *Differentiation of instruction in the elementary
grades.* Champaign: ERIC Clearinghouse on Elementary and Early Childhood
Education. (ERIC ED443572).

U.S. Department of Education, Office of Elementary and Secondary
Education. 2005. *OESE staff survey.* Unpublished tabulations.

U.S. Department of Education. 2004. Higher Education Act Title II
Reporting System.

U.S. Department of Education, National Center for Education Statistics.
2004. *The condition of education 2004.* (NCES 2004--077). Washington,
D.C.

U.S. Department of Education, National Center for Education Statistics.
2003a. *Overview of public elementary and secondary schools and
districts: School year 2001-02.* (NCES 2003--411). Washington, D.C.

U.S. Department of Education, National Center for Education Statistics.
2003b. *Projections of education statistics to 2013.* (NCES 2004--013).
Washington, D.C.

U.S. Department of Education, Office of Innovation and Improvement.
2004. *Innovations in education: Alternative routes to teacher
certification.* Washington, D.C.

U.S. Department of Education, Office of the Under Secretary. 2004.
*Partnerships for reform: Changing teacher preparation through the Title
II HEA partnership program.* Washington, D.C.

Walsh, K., and E. Snyder. 2004. *NCTQ reports: Searching the attic for
highly qualified teachers.* National Council on Teacher Quality.
http://www.ctredpol.org/pubs/Forum15November2004/WalshPaper.pdf
(accessed Feb. 14, 2005).

**Appendix A**

**Supplementary Data Tables**

Appendix A1. Requirements for initial teaching certification or
licensure: 2004

  ------------- ------------------ ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------
  State         Initial            Subject area  Pedagogy   Credit hour   Minimum   Assessments   Recency of     Other        Practicum
                certificate name82 bachelor\'s   courses    requirement   grade                   credit         prescribed   or student
                                                                          point                   requirements   course work  teaching
                                                                          average                                             

  Alabama       Class B            Yes           Yes        No            Yes       Yes           No             Yes          Yes
                Professional                                                                                                  
                Educator                                                                                                      

  Alaska        Type A Regular     No            No         No            No        Yes           Yes            Yes          Yes
                Teacher                                                                                                       
                Certificate                                                                                                   

  Arizona       Provisional        No            Yes        Yes           No        Yes           No             Yes          Yes
                Elementary (K-8)                                                                                              

  Arizona       Provisional        No            Yes        Yes           No        Yes           No             Yes          Yes
                Secondary (7-12)                                                                                              

  Arizona       Provisional        No            Yes        Yes           No        Yes           No             Yes          Yes
                Special Education                                                                                             
                (K-12)                                                                                                        

  Arkansas      Initial Teaching   No            Yes        No            Yes       Yes           No             Yes          Yes
                License                                                                                                       

  California    Preliminary Level  Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
                I Education                                                                                                   
                Specialist                                                                                                    
                Instruction                                                                                                   
                Credential                                                                                                    

  California    Preliminary        Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
                Multiple Subject                                                                                              
                Teaching                                                                                                      
                Credential                                                                                                    

  California    Preliminary Single Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
                Subject Teaching                                                                                              
                Credential                                                                                                    

  California    Professional Clear Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes
                Multiple Subject                                                                                              
                Teaching                                                                                                      
                Credential                                                                                                    

  California    Professional Clear Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes
                Single Subject                                                                                                
                Teaching                                                                                                      
                Credential                                                                                                    

  Colorado      Provisional        Yes           Yes        No            No        Yes           No             Yes          Yes
                License                                                                                                       

  Connecticut   Initial Educator   Yes           Yes        Yes           No        Yes           No             Yes          Yes
                Certificate                                                                                                   

  Connecticut   Interim Initial    Yes           Yes        Yes           No        Yes           No             Yes          Yes
                Educator                                                                                                      
                Certificate                                                                                                   

  Connecticut   Interim            Yes           Yes        Yes           No        Yes           No             Yes          Yes
                Provisional                                                                                                   
                Educator                                                                                                      
                Certificate                                                                                                   

  Delaware      Initial License    Yes           No         No            Yes       Yes           No             No           Yes

  District of   Provisional        No            No         No            No        No            No             No           No
  Columbia      Certificate                                                                                                   

  District of   Standard           No            Yes        Yes           No        Yes           No             Yes          Yes
  Columbia      Certificate                                                                                                   

  Florida       Temporary          Yes           No         Yes           Yes       No            No             Yes          No
                Certificate                                                                                                   
  ------------- ------------------ ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------

Appendix A1. Requirements for initial teaching certification or
licensure: 2004 (continued)

  ---------- ------------------------ ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------
  State      Initial certificate      Subject area  Pedagogy   Credit hour   Minimum   Assessments   Recency of     Other        Practicum
             name83                   bachelor\'s   courses    requirement   grade                   credit         prescribed   or student
                                                                             point                   requirements   course work  teaching
                                                                             average                                             

  Georgia    Intern Certificate       Yes           Yes        No            Yes       Yes           Yes            Yes          Yes

  Georgia    Nonrenewable Certificate Yes           Yes        No            Yes       Yes           Yes            Yes          Yes

  Georgia    Professional Clear       Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes
             Renewable Certificate                                                                                               

  Guam       Professional I           No            Yes        Yes           Yes       Yes           No             No           Yes

  Hawaii     Hawaii Teaching License  Yes           Yes        No            No        Yes           No             No           Yes

  Idaho      Early Childhood/E.C.     No            Yes        Yes           No        Yes           Yes            Yes          Yes
             Spec Educ Blended                                                                                                   
             Certificate (Birth-Grade                                                                                            
             3)                                                                                                                  

  Idaho      Standard Elementary      No            Yes        Yes           No        Yes           Yes            Yes          Yes
             Certificate (K-8)                                                                                                   

  Idaho      Standard Exceptional     No            Yes        Yes           No        Yes           Yes            Yes          Yes
             Child Certificate (K-12)                                                                                            

  Idaho      Standard Secondary       No            Yes        Yes           No        Yes           Yes            Yes          Yes
             School Certificate                                                                                                  
             (6-12)                                                                                                              

  Illinois   Initial Early Childhood  No            Yes        No            No        Yes           No             Yes          Yes
             Certificate (Birth to                                                                                               
             grade 3)                                                                                                            

  Illinois   Initial Elementary       No            Yes        No            No        Yes           No             Yes          Yes
             Certificate (Grades K-9)                                                                                            

  Illinois   Initial Secondary        Yes           Yes        No            No        Yes           No             Yes          Yes
             Certificate (Grades                                                                                                 
             6-12)                                                                                                               

  Illinois   Initial Special          No            Yes        No            No        Yes           No             Yes          Yes
             Certificate (K-12)                                                                                                  

  Illinois   Initial Special          No            Yes        No            No        Yes           No             Yes          Yes
             Certificate in Special                                                                                              
             Education (Preschool-Age                                                                                            
             21)                                                                                                                 

  Indiana    Reciprocal All Grade     Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
             Education License (K-12)                                                                                            

  Indiana    Reciprocal Early         Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
             Childhood Education                                                                                                 
             (Pre-K)                                                                                                             

  Indiana    Reciprocal Elementary    Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
             Education License (1-6,                                                                                             
             & Nondepartmentalized 7                                                                                             
             & 8)                                                                                                                

  Indiana    Reciprocal Junior        Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
             High/Middle School                                                                                                  
             Education License                                                                                                   

  Indiana    Reciprocal               Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
             Kindergarten---Primary                                                                                              
             (K-3)                                                                                                               

  Indiana    Reciprocal Secondary     No            Yes        Yes           Yes       Yes           Yes            No           Yes
             License                                                                                                             

  Indiana    Reciprocal Senior High,  Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
             Junior High & Middle                                                                                                
             School Education License                                                                                            
             (5-12)                                                                                                              

  Indiana    Rules 2002 Initial       Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
             Practitioner:                                                                                                       
             Adolescence/Young                                                                                                   
             Adulthood                                                                                                           
  ---------- ------------------------ ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------

Appendix A1. Requirements for initial teaching certification or
licensure: 2004 (continued)

  ----------- ---------------------- ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------
  State       Initial certificate    Subject area  Pedagogy   Credit hour   Minimum   Assessments   Recency of     Other        Practicum
              name84                 bachelor\'s   courses    requirement   grade                   credit         prescribed   or student
                                                                            point                   requirements   course work  teaching
                                                                            average                                             

  Indiana     Rules 2002 Initial     Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
              Practitioner: Early                                                                                               
              Adolescence                                                                                                       

  Indiana     Rules 2002 Initial     Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
              Practitioner: Early                                                                                               
              Childhood                                                                                                         

  Indiana     Rules 2002 Initial     Yes           Yes        Yes           Yes       Yes           No             No           Yes
              Practitioner: Middle                                                                                              
              Childhood                                                                                                         

  Indiana     Standard All Grade     Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes
              Education License                                                                                                 
              (K-12)                                                                                                            

  Indiana     Standard Early         Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes
              Childhood Education                                                                                               
              License                                                                                                           

  Indiana     Standard Elementary    No            Yes        Yes           Yes       Yes           Yes            Yes          Yes
              Education License                                                                                                 
              (1-6)                                                                                                             

  Indiana     Standard Junior        No            Yes        Yes           Yes       Yes           Yes            Yes          Yes
              High/Middle School                                                                                                
              License (5-9)                                                                                                     

  Indiana     Standard               Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes
              Kindergarten-Primary                                                                                              
              (K-3) License                                                                                                     

  Indiana     Standard Secondary     Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes
              License (9-12)                                                                                                    

  Indiana     Standard Senior High,  Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes
              Junior High/Middle                                                                                                
              School License (5-12)                                                                                             

  Iowa        Class A License        Yes           Yes        No            No        Yes           No             Yes          Yes

  Iowa        Class B License        Yes           Yes        No            No        Yes           No             Yes          Yes

  Iowa        Class C License        Yes           Yes        No            No        Yes           No             Yes          Yes

  Iowa        Class D License        Yes           Yes        No            No        Yes           No             Yes          Yes

  Iowa        Class E License        Yes           Yes        No            No        Yes           No             Yes          Yes

  Kansas      One-Year Nonrenewable  Yes           Yes        NA            Yes       No            Yes            No           Yes

  Kansas      Two-Year Exchange      Yes           Yes        NA            Yes       No            No             No           Yes

  Kansas      Conditional License    Yes           Yes        NA            Yes       Yes           Yes            No           Yes

  Kansas      Standard Three-Year    Yes           Yes        NA            Yes       Yes           Yes            Yes          Yes
              Certificate                                                                                                       

  Kentucky    Provisional            Yes           No         No            Yes       Yes           Yes            No           Yes
              Certificate (Intern)                                                                                              

  Louisiana   Type C or Level 1      Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes
              Certificate                                                                                                       

  Maine       Provisional            No            Yes        Yes           No        Yes           No             Yes          Yes
              Certificate                                                                                                       

  Maryland    Professional           No            Yes        Yes           No        Yes           Yes            Yes          Yes
              Eligibility                                                                                                       
              Certificate                                                                                                       

  Maryland    Standard Professional  No            Yes        Yes           No        Yes           Yes            Yes          Yes
              Certificate I                                                                                                     
  ----------- ---------------------- ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------

Appendix A1. Requirements for initial teaching certification or
licensure: 2004 (continued)

  --------------- -------------------------- ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------
  State           Initial certificate name85 Subject area  Pedagogy   Credit hour   Minimum   Assessments   Recency of     Other        Practicum
                                             bachelor\'s   courses    requirement   grade                   credit         prescribed   or student
                                                                                    point                   requirements   course work  teaching
                                                                                    average                                             

  Massachusetts   Initial License            Yes           Yes        No            No        Yes           No             No           Yes

  Michigan        Provisional Certificate    Yes           Yes        Yes           No        Yes           No             Yes          Yes

  Minnesota       Nonrenewable License       Yes           Yes        No            No        Yes           No             No           Yes
                  (temporary limited                                                                                                    
                  license)                                                                                                              

  Minnesota       Professional License       Yes           Yes        No            No        Yes           No             No           Yes

  Mississippi     Class A                    Yes           Yes        Yes           Yes       Yes           No             Yes          Yes

  Missouri        Provisional classification Yes           Yes        Yes           Yes       Yes           No             Yes          Yes

  Missouri        Initial Professional       Yes           Yes        Yes           Yes       Yes           No             Yes          Yes
                  Certificate (IPC)                                                                                                     

  Montana         Class 2 Standard Teaching  No            Yes        No            NA        No            Yes            No           Yes
                  License: Elementary                                                                                                   

  Montana         Class 2 Standard Teaching  Yes           Yes        No            No        No            Yes            No           Yes
                  License: Secondary                                                                                                    

  Nebraska        Temporary Certificate      No            Yes        No            No        Yes           No             NA           Yes

  Nebraska        Initial Certificate        No            Yes        Yes           Yes       Yes           Yes            Yes          Yes

  Nevada          Non Renewable (Initial     Yes           Yes        Yes           No        Yes           No             No           Yes
                  License)                                                                                                              

  New Hampshire   Beginning Educator         Yes           Yes        No            Yes       Yes           No             No           Yes
                  Credential (BEC)                                                                                                      

  New Jersey      Certificate of Eligibility Yes           No         No            Yes       Yes           No             Yes          No
                  (CE)                                                                                                                  

  New Jersey      Certificate of Eligibility Yes           Yes        Yes           Yes       Yes           No             Yes          Yes
                  with Advanced Standing                                                                                                
                  (CEAS)                                                                                                                

  New Mexico      Level 1                    Yes           Yes        Yes           No        Yes           No             Yes          Yes

  New York        Initial Certificate        No            Yes        Yes           Yes       Yes           No             No           Yes

  New York        Provisional---Elementary   Yes           Yes        Yes           No        Yes           No             Yes          Yes
                  Teaching Certificate                                                                                                  
                  (Pre-K---6)                                                                                                           

  New York        Provisional---Secondary    Yes           Yes        Yes           No        Yes           No             No           Yes
                  Academic Teaching                                                                                                     
                  Certificate (7-12)                                                                                                    

  North Carolina  Initial License            No            No         No            Yes       Yes           Yes            No           Yes

  North Dakota    Initial                    Yes           Yes        Yes           Yes       Yes           No             Yes          Yes

  North Dakota    Interim Reciprocal         Yes           Yes        Yes           Yes       Yes           No             No           Yes

  Ohio            Provisional License        No            Yes        No            No        Yes           No             Yes          Yes

  Oklahoma        School License             Yes           Yes        Yes           Yes       Yes           Yes            Yes          Yes

  Oregon          Initial Teaching License   No            Yes        No            No        Yes           Yes            NA           Yes
  --------------- -------------------------- ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------

Appendix A1. Requirements for initial teaching certification or
licensure: 2004 (continued)

  -------------- --------------------- ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------
  State          Initial certificate   Subject area  Pedagogy   Credit hour   Minimum   Assessments   Recency of     Other        Practicum
                 name86                bachelor\'s   courses    requirement   grade                   credit         prescribed   or student
                                                                              point                   requirements   course work  teaching
                                                                              average                                             

  Pennsylvania   Professional          Yes           Yes        No            Yes       Yes           No             Yes          Yes
                 Instructional                                                                                                    
                 Certificate                                                                                                      

  Puerto Rico    Regular Certification Yes           Yes        Yes           Yes       Yes           Yes            NA           Yes

  Rhode Island   Provisional           Yes           Yes        Yes           No        Yes           Yes            Yes          Yes
                 Certificate                                                                                                      

  South Carolina Critical Needs        Yes           Yes        Yes           No        Yes           Yes            Yes          No
                 Certificate                                                                                                      

  South Carolina Initial Certificate   Yes           Yes        Yes           Yes       Yes           No             No           Yes

  South Dakota   Two-Year Nonrenewable Yes           Yes        No            Yes       No            Yes            Yes          Yes
                 Certificate                                                                                                      

  South Dakota   Five-Year Certificate Yes           Yes        No            Yes       No            Yes            Yes          Yes

  Tennessee      Apprentice Teacher    Yes           Yes        No            Yes       Yes           No             Yes          Yes
                 License                                                                                                          

  Tennessee      Out-of-State Teacher  Yes           Yes        No            No        Yes           No             No           No
                 License                                                                                                          

  Texas          Texas Standard        Yes           Yes        No            No        Yes           No             Yes          Yes
                 Classroom Teacher                                                                                                
                 Certificate                                                                                                      

  Utah           Utah Professional     Yes           Yes        No            No        No            Yes            Yes          Yes
                 Educator License,                                                                                                
                 Level I                                                                                                          

  Vermont        Level I---Beginning   Yes           No         No            Yes       Yes           Yes            No           Yes
                 Educator License                                                                                                 

  Virgin Islands Emergency             No            No         No            No        No            No             No           No

  Virgin Islands Professional Educator Yes           Yes        Yes           Yes       Yes           No             Yes          Yes
                 Class I Certificate                                                                                              

  Virginia       Provisional License   Yes           Yes        Yes           No        Yes           No             No           Yes

  Virginia       Collegiate            Yes           Yes        Yes           Yes       Yes           Yes            No           Yes
                 Professional License                                                                                             

  Washington     Residency Certificate No            Yes        No            No        Yes           No             No           Yes

  West Virginia  Initial Professional  No            Yes        No            Yes       Yes           No             Yes          Yes
                 Teaching                                                                                                         
                 Certificate---Three                                                                                              
                 Year                                                                                                             

  Wisconsin      Initial Educator      No            Yes        Yes           Yes       Yes           No             Yes          Yes
                 License                                                                                                          

  Wyoming        Standard Teaching     Yes           Yes        No            No        Yes           No             Yes          Yes
                 Certificate                                                                                                      
  -------------- --------------------- ------------- ---------- ------------- --------- ------------- -------------- ------------ -----------

**NOTE:** For purposes of this table, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 200486.

Appendix 2. Summary of regular route pass rates: 2002-03

  ------------------ ----------- -------------- ---------- ----------- --------- ---------
  **State**          **Testing   **Summary                                       
                     Company**   2002-03**                                       

                                 **Number of    **Number   **Number    **Pass    **Range
                                 Institutions   Tested 2** Passing**   Rate      (%)**
                                 1**                                   (%)**     

  Alabama            ---         ---            ---        ---         ---       ---

  Alaska             ETS         4              275        273         99        99 - 100

  Arizona            NES         12             3,187      3,049       96        89 - 100

  Arkansas           ETS         16             1,145      1,091       95        86 - 100

  California         ETS/NES     75             19,236     18,816      98        93 - 100

  Colorado           NES         15             2,046      1,986       97        91 - 100

  Connecticut        ETS         14             1,868      1,812       97        92 - 100

  Delaware           ETS         4              664        649         98        87 - 100

  District of        ETS         6              346        280         81        70 - 86
  Columbia                                                                       

  Florida            ETS         26             5,242      5,112       98        77 - 100

  Georgia            ETS         26             2,101      1,983       94        71 - 100

  Hawaii             ETS         5              433        369         85        74 - 89

  Idaho              **No        †              †          †           †         †
                     testing**                                                   

  Illinois           NES         51             9,188      8,983       98        88 - 100

  Indiana            ETS         37             4,375      4,199       96        74 - 100

  Iowa               **No        †              †          †           †         †
                     testing**                                                   

  Kansas             ETS         21             1,823      1,785       98        89 - 100

  Kentucky           ETS         24             2,508      2,351       94        75 - 100

  Louisiana          ETS         18             1,780      1,753       98        90 - 100

  Maine              ETS         7              602        554         92        67 - 100

  Maryland           ETS         19             2,067      1,956       95        45 - 100

  Massachusetts      NES         48             3,905      3,776       97        31 - 100

  Michigan           NES         32             7,739      7,739       100       100 - 100

  Minnesota          ETS         25             3,757      3,603       96        86 - 100

  Mississippi        ETS         13             1,554      1,486       96        93 - 100

  Missouri           ETS         36             3,722      3,580       96        75 - 100

  Montana            **No        †              †          †           †         †
                     testing**                                                   

  Nebraska           ---         ---            ---        ---         ---       ---

  Nevada             ETS         7              919        847         92        73 - 98

  New Hampshire      ETS         12             588        562         96        70 - 100

  New Jersey         ETS         21             3,274      3,227       99        93 - 100

  New Mexico         NES         7              1,065      1,009       95        93 - 99

  New York           NES         97             18,878     17,907      95        54 - 100

  North Carolina     ETS         39             2,620      2,446       93        70 - 100

  North Dakota       **No        †              †          †           †         †
                     testing**                                                   

  Ohio               ETS         48             7,022      6,542       93        82 - 100

  Oklahoma           ETS/NES     18             1,850      1,781       96        82 - 100

  Oregon             ETS/NES     16             2,127      2,127       100       100 - 100

  Pennsylvania       ETS         81             10,231     8,994       88        43 - 100

  Rhode Island       ETS         6              822        734         89        86 - 100
  ------------------ ----------- -------------- ---------- ----------- --------- ---------

Appendix 2. Summary of regular route pass rates: 2002-03 (continued)

  ------------------ ----------- -------------- ---------- ----------- --------- ---------
  **State**          **Testing   **Summary                                       
                     Company**   2002-03**                                       

                                 **Number of    **Number   **Number    **Pass    **Range
                                 Institutions   Tested 2** Passing**   Rate      (%)**
                                 1**                                   (%)**     

  South Carolina     ETS         26             1,819      1,636       90        53 - 100

  South Dakota       **No        †              †          †           †         †
                     testing**                                                   

  Tennessee          ETS         35             3,153      2,985       95        73 - 100

  Texas              NES         66             12,982     11,877      91        69 - 100

  Utah               **No        †              †          †           †         †
                     testing**                                                   

  Vermont            ETS         11             419        405         97        84 - 100

  Virginia           ETS         32             2,498      2,396       96        76 - 100

  Washington         **No        †              †          †           †         †
                     testing**                                                   

  West Virginia      ETS         17             1,117      1,117       100       100 - 100

  Wisconsin          **---**     ---            ---        ---         ---       ---

  Wyoming            **No        †              †          †           †         †
                     testing**                                                   

  Guam               ETS         1              72         62          86        86 - 86

  Puerto Rico        ETS         28             2,159      1,658       77        52 - 96

  Virgin Islands     ETS         \^             \^         \^          \^        \^

  **Total**                      1,102          153,178    145,497     95%       31-100
  ------------------ ----------- -------------- ---------- ----------- --------- ---------

--- Data are not available because test may not be required for
certification or licensure or there may be less than 10 test takers.

† Non-testing state.

\^ In the Virgin Islands, fewer than 10 candidates took the Praxis I
state-mandated teacher certification exam; thus, no pass rate data is
reported for this period.

1 Number of institutions includes institutions with ten or more
completers taking an assessment in that area.

2 Number tested is the total number of test takers at all institutions
in the state, including institutions with less than 10 completers.

**NOTE:** ETS is the Educational Testing Service. NES is National
Evaluation Systems, Inc. For purposes of this table, the term "state"
refers to the 50 states, the District of Columbia, Puerto Rico and
outlying areas. Institutions in Alabama, Nebraska, Oklahoma, Tennessee,
Washington and Wisconsin require applicants to pass a basic skills test
as a condition of admission to a teacher preparation program. These
states are not required to submit their basic skills pass rates because
they do not require the assessments for certification. Oklahoma has
additional tests that are required for certification. In Michigan,
institutions require passing basic skills for admission; state requires
passage before student teaching.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Appendix A2. Basic skills pass rates: 2002-03

  ------------------ ----------- -------------- ---------- ----------- --------- ---------
  **State**          **Testing   **Basic Skills                                  
                     Company**   2002-03**                                       

                                 **Number of    **Number   **Number    **Pass    **Range
                                 Institutions   Tested 2** passing**   rate      (%)**
                                 1**                                   (%)**     

  Alabama            ---         ---            ---        ---         ---       **---**

  Alaska             ETS         4              275        273         99        99 - 100

  Arizona            NES         ---            ---        ---         ---       **---**

  Arkansas           ETS         16             1,119      1,117       100       94 - 100

  California         ETS/NES     75             19,226     19,198      100       97 - 100

  Colorado           NES         ---            ---        ---         ---       **---**

  Connecticut        ETS         12             1,156      1,153       100       98 - 100

  Delaware           ETS         4              664        649         98        87 - 100

  District of        ETS         6              320        278         87        81 - 95
  Columbia                                                                       

  Florida            ETS         26             5,185      5,105       98        87 - 100

  Georgia            ETS         25             1,237      1,121       91        46 - 100

  Hawaii             ETS         5              406        403         99        99 - 100

  Idaho              **No        †              †          †           †         †
                     testing**                                                   

  Illinois           NES         50             9,049      9,006       100       95 - 100

  Indiana            ETS         37             4,159      4,032       97        88 - 100

  Iowa               **No        †              †          †           †         †
                     testing**                                                   

  Kansas             ETS         ---            ---        ---         ---       **---**

  Kentucky           ETS         ---            ---        ---         ---       **---**

  Louisiana          ETS         17             1,458      1,458       100       100 - 100

  Maine              ETS         7              602        554         92        67 - 100

  Maryland           ETS         19             1,989      1,961       99        75 - 100

  Massachusetts      NES         48             3,882      3,818       98        54 - 100

  Michigan           NES         32             6,986      6,986       100       100 - 100

  Minnesota          ETS         25             3,590      3,473       97        88 - 100

  Mississippi        ETS         ---            ---        ---         ---       **---**

  Missouri           ETS         ---            ---        ---         ---       **---**

  Montana            **No        †              †          †           †         †
                     testing**                                                   

  Nebraska           ---         ---            ---        ---         ---       **---**

  Nevada             ETS         7              836        803         96        80 - 100

  New Hampshire      ETS         12             573        559         98        80 - 100

  New Jersey         ETS         ---            ---        ---         ---       ---

  New Mexico         NES         7              1,063      1,023       96        94 - 100

  New York           NES         ---            ---        ---         ---       ---

  North Carolina     ETS         36             2,559      2,555       100       93 - 100

  North Dakota       **No        †              †          †           †         †
                     testing**                                                   

  Ohio               ETS         ---            ---        ---         ---       ---

  Oklahoma           ETS/NES     18             1,850      1,781       96        82 - 100

  Oregon             ETS/NES     16             2,127      2,127       100       100 - 100

  Pennsylvania       ETS         81             10,006     9,478       95        56 - 100

  Rhode Island       ETS         5              22         18          82        NA
  ------------------ ----------- -------------- ---------- ----------- --------- ---------

Appendix A2. Basic skills pass rates: 2002-03 (continued)

  ------------------ ----------- -------------- ---------- ----------- --------- ---------
  **State**          **Testing   **Basic Skills                                  
                     Company**   2002-03**                                       

                                 **Number of    **Number   **Number    **Pass    **Range
                                 Institutions   Tested 2** passing**   rate      (%)**
                                 1**                                   (%)**     

  South Carolina     ETS         25             1,819      1,636       90        53 - 100

  South Dakota       **No        †              †          †           †         †
                     testing**                                                   

  Tennessee          ETS         ---            ---        ---         ---       ---

  Texas              NES         66             12,982     12,982      100       100 - 100

  Utah               **No        †              †          †           †         †
                     testing**                                                   

  Vermont            ETS         10             405        398         98        89 - 100

  Virginia           ETS         32             2,473      2,411       97        79 - 100

  Washington         **---**     ---            ---        ---         ---       ---

  West Virginia      ETS         ---            ---        ---         ---       ---

  Wisconsin          **---**     **---**        **---**    **---**     **---**   **---**

  Wyoming            **No        †              †          †           †         †
                     testing**                                                   

  Guam               ETS         1              72         62          86        86 - 86

  Puerto Rico        ETS         28             2,167      1,825       84        61 - 99

  Virgin Islands     ETS         \^             \^         \^          \^        \^

  **Total**                      752            100,257    98,243      98%       46-100
  ------------------ ----------- -------------- ---------- ----------- --------- ---------

--- Data are not available because test may not be required for
certification or licensure or there may be less than 10 test takers.

† Non-testing state.

\^ In the Virgin Islands, fewer than 10 candidates took the Praxis I
state-mandated teacher certification exam; thus, no pass rate data is
reported for this period.

1 Number of institutions includes institutions with ten or more
completers taking an assessment in that area.

2 Number tested is the total number of test takers at all institutions
in the state, including institutions with less than 10 completers.

**NOTE:** ETS is the Educational Testing Service. NES is National
Evaluation Systems, Inc. For purposes of this table, the term "state"
refers to the 50 states, the District of Columbia, Puerto Rico and
outlying areas. Institutions in Alabama, Nebraska, Oklahoma, Tennessee,
Washington and Wisconsin require applicants to pass a basic skills test
as a condition of admission to a teacher preparation program. These
states are not required to submit their basic skills pass rates because
they do not require the assessments for certification. Oklahoma has
additional tests that are required for certification. In Michigan,
institutions require passing basic skills for admission; state requires
passage before student teaching.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Appendix A2. Professional knowledge pass rates: 2002-03

  ------------------ ----------- ---------------- ---------- ----------- -------- ---------
  **State**          **Testing   **Professional                                   
                     Company**   knowledge                                        
                                 2002-03**                                        

                                 **Number of      **Number   **Number    **Pass   **Range
                                 Institutions 1** Tested 2** passing**   rate     (%)**
                                                                         (%)**    

  Alabama            ---         ---              ---        ---         ---      **---**

  Alaska             ETS         ---              ---        ---         ---      ---

  Arizona            NES         12               3,171      3,054       96       88 - 100

  Arkansas           ETS         16               1,141      1,096       96       89 - 100

  California         ETS/NES     72               13,062     12,748      98       93 - 100

  Colorado           NES         13               1,002      984         98       91 - 100

  Connecticut        ETS         ---              ---        ---         ---      ---

  Delaware           ETS         ---              ---        ---         ---      ---

  District of        ETS         2                70         55          79       27 - 92
  Columbia                                                                        

  Florida            ETS         26               4,888      4,873       100      94 - 100

  Georgia            ETS         ---              ---        ---         ---      ---

  Hawaii             ETS         5                343        322         94       84 - 100

  Idaho              **No        †                †          †           †        †
                     testing**                                                    

  Illinois           NES         ---              ---        ---         ---      ---

  Indiana            ETS         2                68         68          100      100 - 100

  Iowa               **No        †                †          †           †        †
                     testing**                                                    

  Kansas             ETS         21               1,823      1,785       98       89 - 100

  Kentucky           ETS         ---              ---        ---         ---      ---

  Louisiana          ETS         18               1,753      1,740       99       94 - 100

  Maine              ETS         ---              ---        ---         ---      ---

  Maryland           ETS         15               1,507      1,441       96       91 - 100

  Massachusetts      NES         ---              ---        ---         ---      ---

  Michigan           NES         ---              ---        ---         ---      ---

  Minnesota          ETS         25               3,564      3,538       99       96 - 100

  Mississippi        ETS         13               1,536      1,515       99       96 - 100

  Missouri           ETS         ---              ---        ---         ---      ---

  Montana            No testing  †                †          †           †        †

  Nebraska           **---**     ---              ---        ---         ---      ---

  Nevada             ETS         2                82         67          82       79 - 81

  New Hampshire      ETS         ---              ---        ---         ---      ---

  New Jersey         ETS         ---              ---        ---         ---      ---

  New Mexico         NES         7                991        966         97       96 - 100

  New York           NES         97               18,419     17,874      97       76 - 100

  North Carolina     ETS         ---              ---        ---         ---      ---

  North Dakota       **No        †                †          †           †        †
                     testing**                                                    

  Ohio               ETS         48               4,294      4,041       94       79 - 100

  Oklahoma           ETS/NES     18               1,862      1,841       99       88 - 100

  Oregon             ETS/NES     12               58         58          100      100 - 100

  Pennsylvania       ETS         81               9,471      8,910       94       67 - 100

  Rhode Island       ETS         6                800        716         90       86 - 100
  ------------------ ----------- ---------------- ---------- ----------- -------- ---------

Appendix A2. Professional knowledge pass rates: 2002-03 (continued)

  ------------------ ----------- ---------------- ---------- ----------- --------- ---------
  **State**          **Testing   **Professional                                    
                     Company**   knowledge                                         
                                 2002-03**                                         

                                 **Number of      **Number   **Number    **Pass    **Range
                                 Institutions 1** Tested 2** passing**   rate      (%)**
                                                                         (%)**     

  South Carolina     ETS         14               628        438         70        67 - 100

  South Dakota       **No        †                †          †           †         †
                     testing**                                                     

  Tennessee          ETS         35               3,100      3,001       97        75 - 100

  Texas              NES         64               11,678     10,210      87        50 - 100

  Utah               **No        †                †          †           †         †
                     testing**                                                     

  Vermont            ETS         ---              ---        ---         ---       ---

  Virginia           ETS         ---              ---        ---         ---       ---

  Washington         **---**     ---              ---        ---         ---       ---

  West Virginia      ETS         17               1,117      1,117       100       100 - 100

  Wisconsin          **---**     **---**          **---**    **---**     **---**   **---**

  Wyoming            **No        †                †          †           †         †
                     testing**                                                     

  Guam               ETS         ---              ---        ---         ---       ---

  Puerto Rico        ETS         28               2,169      1,883       87        68 - 100

  Virgin Islands     ETS         **---**          **---**    **---**     **---**   **---**

  **Total**                      669              88,597     84,341      95%       27-100
  ------------------ ----------- ---------------- ---------- ----------- --------- ---------

--- Data are not available because test may not be required for
certification or licensure or there may be less than 10 test takers.

† Non-testing state.

\^ In the Virgin Islands, fewer than 10 candidates took the Praxis I
state-mandated teacher certification exam; thus, no pass rate data is
reported for this period.

1 Number of institutions includes institutions with ten or more
completers taking an assessment in that area.

2 Number tested is the total number of test takers at all institutions
in the state, including institutions with less than 10 completers.

**NOTE:** ETS is the Educational Testing Service. NES is National
Evaluation Systems, Inc. For purposes of this table, the term "state"
refers to the 50 states, the District of Columbia, Puerto Rico and
outlying areas. Institutions in Alabama, Nebraska, Oklahoma, Tennessee,
Washington and Wisconsin require applicants to pass a basic skills test
as a condition of admission to a teacher preparation program. These
states are not required to submit their basic skills pass rates because
they do not require the assessments for certification. Oklahoma has
additional tests that are required for certification. In Michigan,
institutions require passing basic skills for admission; state requires
passage before student teaching.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Appendix A2. Academic content pass rates: 2002-03

  ------------------- ----------- -------------- ---------- ----------- -------- ---------
  **State**           **Testing   **Academic                                     
                      Company**   content                                        
                                  2002-03**                                      

                                  **Number of    **Number   **Number    **Pass   **Range
                                  Institutions   Tested 2** passing**   rate     (%)**
                                  1**                                   (%)**    

  Alabama             ---         ---            ---        ---         ---      **---**

  Alaska              ETS         ---            ---        ---         ---      ---

  Arizona             NES         12             2,804      2,748       98       93 - 100

  Arkansas            ETS         16             1,044      1,026       98       93 - 100

  California          ETS/NES     44             2,026      1,977       98       89 - 100

  Colorado            NES         13             775        742         96       82 - 100

  Connecticut         ETS         14             1,485      1,440       97       91 - 100

  Delaware            ETS         ---            ---        ---         ---      ---

  District of         ETS         5              158        143         91       81 - 95
  Columbia                                                                       

  Florida             ETS         25             4,229      4,176       99       84 - 100

  Georgia             ETS         24             1,429      1,312       92       72 - 100

  Hawaii              ETS         5              316        264         84       69 - 86

  Idaho               **No        †              †          †           †        †
                      testing**                                                  

  Illinois            NES         50             7,879      7,736       98       88 - 100

  Indiana             ETS         37             3,961      3,894       98       75 - 100

  Iowa                **No        †              †          †           †        †
                      testing**                                                  

  Kansas              ETS         ---            ---        ---         ---      ---

  Kentucky            ETS         24             2,422      2,292       95       75 - 100

  Louisiana           ETS         18             1,662      1,648       99       89 - 100

  Maine               ETS         ---            ---        ---         ---      ---

  Maryland            ETS         16             1,789      1,748       98       94 - 100

  Massachusetts       NES         48             3,131      3,051       97       46 - 100

  Michigan            NES         32             10,639     10,633      100      100 - 100

  Minnesota           ETS         24             2,951      2,908       99       88 - 100

  Mississippi         ETS         13             1,430      1,385       97       93 - 100

  Missouri            ETS         36             3,234      3,103       96       75 - 100

  Montana             **No        †              †          †           †        †
                      testing**                                                  

  Nebraska            **---**     ---            ---        ---         ---      ---

  Nevada              ETS         6              283        253         89       74 - 100

  New Hampshire       ETS         5              111        98          88       82 - 100

  New Jersey          ETS         21             3,299      3,249       98       94 - 100

  New Mexico          NES         ---            ---        ---         ---      ---

  New York            NES         97             18,445     17,717      96       63 - 100

  North Carolina      ETS         37             2,316      2,173       94       75 - 100

  North Dakota        **No        †              †          †           †        †
                      testing**                                                  

  Ohio                ETS         48             6,758      6,416       95       85 - 100

  Oklahoma            ETS/NES     18             1,757      1,721       98       92 - 100

  Oregon              ETS/NES     16             2,076      2,076       100      100 - 100

  Pennsylvania        ETS         81             9,705      9,046       93       58 - 100

  Rhode Island        ETS         ---            ---        ---         ---      ---
  ------------------- ----------- -------------- ---------- ----------- -------- ---------

Appendix A2. Academic content pass rates: 2002-03 (continued)

  ------------------- ----------- -------------- ---------- ----------- --------- ---------
  **State**           **Testing   **Academic                                      
                      Company**   content                                         
                                  2002-03**                                       

                                  **Number of    **Number   **Number    **Pass    **Range
                                  Institutions   Tested 2** passing**   rate      (%)**
                                  1**                                   (%)**     

  South Carolina      ETS         26             1,708      1,620       95        78 - 100

  South Dakota        **No        †              †          †           †         †
                      testing**                                                   

  Tennessee           ETS         23             1,312      1,237       94        85 - 100

  Texas               NES         65             11,733     10,724      91        50 - 100

  Utah                **No        †              †          †           †         †
                      testing**                                                   

  Vermont             ETS         2              108        105         97        95 - 98

  Virginia            ETS         28             1,247      1,207       97        83 - 100

  Washington          **---**     ---            ---        ---         ---       ---

  West Virginia       ETS         17             1,312      1,312       100       100 - 100

  Wisconsin           **---**     **---**        **---**    **---**     **---**   **---**

  Wyoming             **No        †              †          †           †         †
                      testing**                                                   

  Guam                ETS         ---            ---        ---         ---       ---

  Puerto Rico         ETS         15             565        517         92        75 - 98

  Virgin Islands      ETS         **~~---~~**    **---**    **---**     **---**   **---**

  **Total**                       961            116,099    111,697     96%       46-100
  ------------------- ----------- -------------- ---------- ----------- --------- ---------

--- Data are not available because test may not be required for
certification or licensure or there may be less than 10 test takers.

† Non-testing state.

\^ In the Virgin Islands, fewer than 10 candidates took the Praxis I
state-mandated teacher certification exam; thus, no pass rate data is
reported for this period.

1 Number of institutions includes institutions with ten or more
completers taking an assessment in that area.

2 Number tested is the total number of test takers at all institutions
in the state, including institutions with less than 10 completers.

**NOTE:** ETS is the Educational Testing Service. NES is National
Evaluation Systems, Inc. For purposes of this table, the term "state"
refers to the 50 states, the District of Columbia, Puerto Rico and
outlying areas. Institutions in Alabama, Nebraska, Oklahoma, Tennessee,
Washington and Wisconsin require applicants to pass a basic skills test
as a condition of admission to a teacher preparation program. These
states are not required to submit their basic skills pass rates because
they do not require the assessments for certification. Oklahoma has
additional tests that are required for certification. In Michigan,
institutions require passing basic skills for admission; state requires
passage before student teaching.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Appendix A2. Other content pass rates: 2002-03

  ------------------ ----------- -------------- ---------- ----------- -------- ---------
  **State**          **Testing   **Other                                        
                     Company**   content                                        
                                 2002-03**                                      

                                 **Number of    **Number   **Number    **Pass   **Range
                                 Institutions   Tested 2** passing**   rate     (%)**
                                 1**                                   (%)**    

  Alabama            ---         ---            ---        ---         ---      **---**

  Alaska             ETS         ---            ---        ---         ---      ---

  Arizona            NES         5              86         85          99       91 - 100

  Arkansas           ETS         3              83         83          100      100 - 100

  California         ETS/NES     65             7,357      7,316       99       96 - 100

  Colorado           NES         1              37         37          100      100 - 100

  Connecticut        ETS         2              30         30          100      100 - 100

  Delaware           ETS         ---            ---        ---         ---      ---

  District of        ETS         ---            ---        ---         ---      ---
  Columbia                                                                      

  Florida            ETS         1              29         29          100      100 - 100

  Georgia            ETS         1              26         24          92       100 - 100

  Hawaii             ETS         ---            ---        ---         ---      ---

  Idaho              **No        †              †          †           †        †
                     testing**                                                  

  Illinois           NES         10             232        228         98       91 - 100

  Indiana            ETS         4              92         92          100      100 - 100

  Iowa               **No        †              †          †           †        †
                     testing**                                                  

  Kansas             ETS         ---            ---        ---         ---      ---

  Kentucky           ETS         7              164        153         93       71 - 100

  Louisiana          ETS         ---            ---        ---         ---      ---

  Maine              ETS         ---            ---        ---         ---      ---

  Maryland           ETS         ---            ---        ---         ---      ---

  Massachusetts      NES         8              13         13          100      100 - 100

  Michigan           NES         8              351        351         100      100 - 100

  Minnesota          ETS         5              118        118         100      100 - 100

  Mississippi        ETS         ---            ---        ---         ---      ---

  Missouri           ETS         6              216        216         100      100 - 100

  Montana            **No        †              †          †           †        †
                     testing**                                                  

  Nebraska           **---**     ---            ---        ---         ---      ---

  Nevada             ETS         ---            ---        ---         ---      ---

  New Hampshire      ETS         ---            ---        ---         ---      ---

  New Jersey         ETS         1              31         31          100      100 - 100

  New Mexico         NES         ---            ---        ---         ---      ---

  New York           NES         ---            ---        ---         ---      ---

  North Carolina     ETS         6              173        148         86       80 - 100

  North Dakota       **No        †              †          †           †        †
                     testing**                                                  

  Ohio               ETS         5              142        142         100      100 - 100

  Oklahoma           ETS/NES     18             2,228      2,221       100      93 - 100

  Oregon             ETS/NES     9              228        228         100      100 - 100

  Pennsylvania       ETS         10             545        542         99       88 - 100

  Rhode Island       ETS         ---            ---        ---         ---      ---
  ------------------ ----------- -------------- ---------- ----------- -------- ---------

Appendix A2. Other content pass rates: 2002-03 (continued)

  ------------------ ----------- -------------- ---------- ----------- -------- ---------
  **State**          **Testing   **Other                                        
                     Company**   content                                        
                                 2002-03**                                      

                                 **Number of    **Number   **Number    **Pass   **Range
                                 Institutions   Tested 2** passing**   rate     (%)**
                                 1**                                   (%)**    

  South Carolina     ETS         7              24         17          71       NA

  South Dakota       **No        †              †          †           †        †
                     testing**                                                  

  Tennessee          ETS         5              161        159         99       100 - 100

  Texas              NES         ---            ---        ---         ---      ---

  Utah               **No        †              †          †           †        †
                     testing**                                                  

  Vermont            ETS         6              190        186         98       91 - 100

  Virginia           ETS         3              114        110         96       92 - 100

  Washington         **---**     ---            ---        ---         ---      ---

  West Virginia      ETS         4              86         86          100      100 - 100

  Wisconsin          ---         ---            ---        ---         ---      ---

  Wyoming            **No        †              †          †           †        †
                     testing**                                                  

  Guam               ETS         ---            ---        ---         ---      ---

  Puerto Rico        ETS         ---            ---        ---         ---      ---

  Virgin Islands     ETS         ---            ---        ---         ---      ---

  **Total**                      200            12,756     12,645      99%      71-100
  ------------------ ----------- -------------- ---------- ----------- -------- ---------

--- Data are not available because test may not be required for
certification or licensure or there may be less than 10 test takers.

† Non-testing state.

\^ In the Virgin Islands, fewer than 10 candidates took the Praxis I
state-mandated teacher certification exam; thus, no pass rate data is
reported for this period.

1 Number of institutions includes institutions with ten or more
completers taking an assessment in that area.

2 Number tested is the total number of test takers at all institutions
in the state, including institutions with less than 10 completers.

**NOTE:** ETS is the Educational Testing Service. NES is National
Evaluation Systems, Inc. For purposes of this table, the term "state"
refers to the 50 states, the District of Columbia, Puerto Rico and
outlying areas. Institutions in Alabama, Nebraska, Oklahoma, Tennessee,
Washington and Wisconsin require applicants to pass a basic skills test
as a condition of admission to a teacher preparation program. These
states are not required to submit their basic skills pass rates because
they do not require the assessments for certification. Oklahoma has
additional tests that are required for certification. In Michigan,
institutions require passing basic skills for admission; state requires
passage before student teaching.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Appendix A2. Teaching special populations pass rates: 2002-03

  -------------------- ----------- -------------- ---------- ----------- --------- ---------
  **State**            **Testing   **Teaching                                      
                       Company**   special                                         
                                   populations                                     
                                   2002-03**                                       

                                   **Number of    **Number   **Number    **Pass    **Range
                                   Institutions   Tested 2** passing**   rate      (%)**
                                   1**                                   (%)**     

  Alabama              ---         ---            ---        **---**     ---       **---**

  Alaska               ETS         ---            ---        ---         ---       ---

  Arizona              NES         5              171        166         97        96 - 100

  Arkansas             ETS         3              12         12          100       100 - 100

  California           ETS/NES     ---            ---        ---         ---       ---

  Colorado             NES         6              232        223         96        90 - 100

  Connecticut          ETS         5              185        174         94        89 - 100

  Delaware             ETS         ---            ---        ---         ---       ---

  District of Columbia ETS         2              90         84          93        91 - 100

  Florida              ETS         12             643        638         99        95 - 100

  Georgia              ETS         6              149        147         99        90 - 100

  Hawaii               ETS         2              86         73          85        83 - 93

  Idaho                **No        **†**          **†**      **†**       **†**     **†**
                       testing**                                                   

  Illinois             NES         21             1,107      1,045       94        83 - 100

  Indiana              ETS         6              239        238         100       97 - 100

  Iowa                 **No        **†**          **†**      **†**       **†**     **†**
                       testing**                                                   

  Kansas               ETS         ---            ---        ---         ---       ---

  Kentucky             ETS         8              306        256         84        72 - 96

  Louisiana            ETS         ---            ---        ---         ---       ---

  Maine                ETS         ---            ---        ---         ---       ---

  Maryland             ETS         5              118        109         92        82 - 100

  Massachusetts        NES         13             445        439         99        93 - 100

  Michigan             NES         5              159        159         100       100 - 100

  Minnesota            ETS         7              324        323         100       98 - 100

  Mississippi          ETS         3              92         77          84        77 - 91

  Missouri             ETS         7              296        286         97        90 - 100

  Montana              No testing  †              †          †           †         †

  Nebraska             **---**     ---            ---        ---         ---       ---

  Nevada               ETS         1              29         26          90        91 - 91

  New Hampshire        ETS         ---            ---        ---         ---       ---

  New Jersey           ETS         ---            ---        ---         ---       ---

  New Mexico           NES         ---            ---        ---         ---       ---

  New York             NES         ---            ---        ---         ---       ---

  North Carolina       ETS         7              150        144         96        70 - 100

  North Dakota         **No        **†**          **†**      **†**       **†**     **†**
                       testing**                                                   

  Ohio                 ETS         29             825        820         99        92 - 100

  Oklahoma             ETS/NES     1              54         53          98        100 - 100

  Oregon               ETS/NES     7              292        292         100       100 - 100

  Pennsylvania         ETS         35             1,484      1,479       100       91 - 100

  Rhode Island         ETS         ---            ---        ---         ---       ---
  -------------------- ----------- -------------- ---------- ----------- --------- ---------

Appendix A2. Teaching special populations pass rates: 2002-03
(continued)

  -------------------- ----------- -------------- ---------- ----------- --------- ---------
  **State**            **Testing   **Teaching                                      
                       Company**   special                                         
                                   populations                                     
                                   2002-03**                                       

                                   **Number of    **Number   **Number    **Pass    **Range
                                   Institutions   Tested 2** passing**   rate      (%)**
                                   1**                                   (%)**     

  South Carolina       ETS         9              234        209         89        70 - 100

  South Dakota         **No        **†**          **†**      **†**       **†**     **†**
                       testing**                                                   

  Tennessee            ETS         10             307        285         93        82 - 100

  Texas                NES         34             2,058      1,881       91        63 - 100

  Utah                 **No        **†**          **†**      **†**       **†**     **†**
                       testing**                                                   

  Vermont              ETS         ---            ---        ---         ---       ---

  Virginia             ETS         ---            ---        ---         ---       ---

  Washington           **---**     **---**        **---**    **---**     **---**   **---**

  West Virginia        ETS         3              86         86          100       100 - 100

  Wisconsin            **---**     **---**        **---**    **---**     **---**   **---**

  Wyoming              **No        **†**          **†**      **†**       **†**     **†**
                       testing**                                                   

  Guam                 ETS         ---            ---        ---         ---       ---

  Puerto Rico          ETS         ---            ---        ---         ---       ---

  Virgin Islands       ETS         **---**        **---**    **---**     **---**   **---**

  **Total**                        252            10,173     9,724       96%       70-100
  -------------------- ----------- -------------- ---------- ----------- --------- ---------

--- Data are not available because test may not be required for
certification or licensure or there may be less than 10 test takers.

† Non-testing state.

\^ In the Virgin Islands, fewer than 10 candidates took the Praxis I
state-mandated teacher certification exam; thus, no pass rate data is
reported for this period.

1 Number of institutions includes institutions with ten or more
completers taking an assessment in that area.

2 Number tested is the total number of test takers at all institutions
in the state, including institutions with less than 10 completers.

**NOTE:** ETS is the Educational Testing Service. NES is National
Evaluation Systems, Inc. For purposes of this table, the term "state"
refers to the 50 states, the District of Columbia, Puerto Rico and
outlying areas. Institutions in Alabama, Nebraska, Oklahoma, Tennessee,
Washington and Wisconsin require applicants to pass a basic skills test
as a condition of admission to a teacher preparation program. These
states are not required to submit their basic skills pass rates because
they do not require the assessments for certification. Oklahoma has
additional tests that are required for certification. In Michigan,
institutions require passing basic skills for admission; state requires
passage before student teaching.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Appendix A3. Classroom teachers on waivers, overall and by poverty
status of district, by state: 2003-04

  --------------- ------------- ------------ ------------- ---------------- ------------ ------------- ------------- ------------ -------------
  **State**       **All                                    **High-poverty                              **All other                
                  districts**                              districts**                                 districts**                

                  **Total       **Teachers                 **Total number   **Teachers                 **Total       **Teachers   
                  number of     on waivers**               of teachers**    on waivers**               number of     on waivers** 
                  teachers**                                                                           teachers**                 

                                **Total**                                   **Total**                                **Total**    

                                **Number**   **Percent**                    **Number**   **Percent**                 **Number**   **Percent**

  Alabama         47,568        173          0.4%          3,210            27           0.8%          44,358        146          0.3%

  Alaska          8,100         99           1.2%          921              48           5.2%          7,179         51           0.7%

  Arizona         51,968        1,345        2.6%          6,979            367          5.3%          44,989        978          2.2%

  Arkansas        32,155        533          1.7%          5,308            112          2.1%          26,847        421          1.6%

  California      305,855       17,082       5.6%          84,373           5,282        6.3%          221,482       11,800       5.3%

  Colorado        46,638        1,948        4.2%          9,211            899          9.8%          37,427        1,049        2.8%

  Connecticut     50,165        705          1.4%          16,216           297          1.8%          33,949        408          1.2%

  Delaware        7,805         597          7.6%          911              67           7.4%          6,894         530          7.7%

  District of     5,900         0            0.0%          ---              ---          ---           ---           ---          ---
  Columbia                                                                                                                        

  Florida         149,496       6,926        4.6%          4,687            212          4.5%          144,809       6,714        4.6%

  Georgia         115,733       10,337       8.9%          115,225          10,246       8.9%          508           91           17.9%

  Hawaii          12,481        538          4.3%          ---              ---          ---           ---           ---          ---

  Idaho           14,003        576          4.1%          1,940            140          7.2%          12,063        436          3.6%

  Illinois        135,688       3,317        2.4%          49,915           2,223        4.5%          85,773        1,094        1.3%

  Indiana         59,831        688          1.1%          1,421            100          7.0%          58,410        588          1.0%

  Iowa            38,714        0            0.0%          12,653           0            0.0%          26,061        0            0.0%

  Kansas          41,096        11           0.0%          7,688            1            0.0%          33,408        10           0.0%

  Kentucky        42,391        1,728        4.1%          6,754            233          3.4%          35,637        1,495        4.2%

  Louisiana       55,367        5,101        9.2%          8,536            1,157        13.6%         46,831        3,944        8.4%

  Maine           17,260        887          5.1%          2,737            144          5.3%          14,523        743          5.1%

  Maryland        56,276        5,115        9.1%          8,778            1,772        20.2%         47,498        3,343        7.0%

  Massachusetts   70,017        1,489        2.1%          30,378           1,006        3.3%          39,639        483          1.2%

  Michigan        112,855       2,183        1.9%          30,489           276          0.9%          82,444        1,071        1.3%

  Minnesota       87,006        3,783        4.3%          12,855           572          4.4%          74,151        3,211        4.3%

  Mississippi     33,230        0            0.0%          0                0            0.0%          0             0            0.0%

  Missouri        65,998        1,280        1.9%          12,985           589          4.5%          53,013        691          1.3%

  Montana         10,300        12           0.1%          ---              0            ---           ---           0            ---

  Nebraska        26,296        62           0.2%          1,615            9            0.6%          24,681        53           0.2%

  Nevada          20,261        0            0.0%          838              0            0.0%          19,423        0            0.0%

  New Hampshire   14,082        35           0.2%          3,478            8            0.2%          10,604        27           0.3%

  New Jersey      101,356       2,009        2.0%          34,288           1,213        3.5%          67,068        796          1.2%

  New Mexico      21,521        1,003        4.7%          3,351            274          8.2%          18,170        729          4.0%

  New York        212,333       1,363        0.6%          71,220           1,218        1.7%          141,113       145          0.1%

  North Carolina  91,583        6,916        7.6%          9,626            766          8.0%          81,957        6,150        7.5%

  North Dakota    7,972         164          2.1%          435              14           3.2%          7,537         150          2.0%

  Ohio            110,498       939          0.8%          22,489           240          1.1%          88,009        699          0.8%

  Oklahoma        54,485        20           0.0%          ---              11           ---           ---           9            ---

  Oregon          33,988        625          1.8%          3,112            72           2.3%          30,886        553          1.8%

  Pennsylvania    122,176       2,938        2.4%          24,875           1,967        7.9%          97,301        971          1.0%

  Rhode Island    12,181        359          2.9%          4,836            140          2.9%          7,345         219          3.0%
  --------------- ------------- ------------ ------------- ---------------- ------------ ------------- ------------- ------------ -------------

Appendix A3. Classroom teachers on waivers, overall and by poverty
status of district, by state: 2003-04 (continued)

  ------------ ------------- ------------ ------------- ---------------- ------------ ------------- ------------- ------------ -------------
  **State**    **All                                    **High-poverty                              **All other                
               districts**                              districts**                                 districts**                

               **Total       **Teachers                 **Total number   **Teachers                 **Total       **Teachers   
               number of     on waivers**               of teachers**    on waivers**               number of     on waivers** 
               teachers**                                                                           teachers**                 

                             **Total**                                   **Total**                                **Total**    

                             **Number**   **Percent**                    **Number**   **Percent**                 **Number**   **Percent**

  South        50,943        2,318        4.6%          6,002            480          8.0%          44,941        1,838        4.1%
  Carolina                                                                                                                     

  South Dakota 11,830        55           0.5%          2,185            51           2.3%          9,645         4            0.0%

  Tennessee    58,366        821          1.4%          11,836           257          2.2%          46,530        564          1.2%

  Texas        293,719       22,938       7.8%          65,556           5,425        8.3%          228,163       17,513       7.7%

  Utah         24,012        1,085        4.5%          1,215            85           7.0%          22,797        1,000        4.4%

  Vermont      8,693         189          2.2%          ---              74           ---           ---           115          ---

  Virginia     95,705        10           0.0%          15,415           6            0.0%          80,290        4            0.0%

  Washington   57,363        223          0.4%          5,337            37           0.7%          52,026        186          0.4%

  West         21,248        1,336        6.3%          3,598            246          6.8%          17,650        1,090        6.2%
  Virginia                                                                                                                     

  Wisconsin    62,168        0            0.0%          18,393           0            0.0%          43,569        0            0.0%

  Wyoming      6,503         12           0.2%          811              2            0.2%          5,692         10           0.2%

  Guam         944           76           8.1%          ---              ---          ---           ---           ---          ---

  Puerto Rico  41,271        1,607        3.9%          ---              ---          ---           ---           ---          ---

  Virgin       1,472         1,070        72.7%         ---              ---          ---           ---           ---          ---
  Islands                                                                                                                      

  **Total (All 3,236,865     114,626      3.5%          744,681          38,365       5.2%          2,323,290     72,122       3.1%
  States)**                                                                                                                    
  ------------ ------------- ------------ ------------- ---------------- ------------ ------------- ------------- ------------ -------------

--- Data not reported.

NOTES: For purposes of this table, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas. The
definition of a "waiver" changed for the 2004 reporting cycle. The
number of teachers on waivers collected through the Title II survey may
not agree with data from other federal data collections. For example,
the National Center for Education Statistics collects teacher data in
full-time equivalencies through the Common Core of Data, while the Title
II survey captures a headcount. The timing of the data collections (fall
versus a full-year count) can also produce vastly different teacher
counts. The reader should exercise caution when comparing the Title II
teacher data with other sources of teacher counts. The District of
Columbia, Hawaii and the Virgin Islands are both state education
agencies and local education agencies and do not have a poverty
designation.

SOURCE: U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04

  ------------------------------------------------------------------------
                      **Arts (all                    
                      levels)**                      
  ------------------- --------------- -------------- ---------------------
                      ** **           **Teachers on  
                                      waivers**      

  **State**           **\# Teachers   **Number**     **Percent**
                      in subject                     
                      area**                         

  Alabama             1,524           7              **0.5%**

  Alaska              448             5              **1.1%**

  Arizona             3,550           99             **2.8%**

  Arkansas            1,849           28             **1.5%**

  California          3,848           162            **4.2%**

  Colorado            1,365           138            **10.1%**

  Connecticut         4,522           33             **0.7%**

  D.C.                ---             0              **---**

  Delaware            399             29             **7.3%**

  Florida             6,179           146            **2.4%**

  Georgia             4,776           414            **8.7%**

  Guam                23              2              **8.7%**

  Hawaii              346             11             **3.2%**

  Idaho               ---             36             **---**

  Illinois            7,452           105            **1.4%**

  Indiana             20,697          31             **0.1%**

  Iowa                3,544           0              **0.0%**

  Kansas              5,388           2              **0.0%**

  Kentucky            5,627           46             **0.8%**

  Louisiana           3,568           297            **8.3%**

  Maine               1,196           56             **4.7%**

  Maryland            3,714           306            **8.2%**

  Massachusetts       3,996           72             **1.8%**

  Michigan            5,802           91             **1.6%**

  Minnesota           10,154          248            **2.4%**

  Mississippi         ---             0              **---**

  Missouri            5,048           141            **2.8%**

  Montana             600             4              **0.7%**

  Nebraska            1,879           1              **0.1%**

  Nevada              1,184           0              **0.0%**

  New Hampshire       490             0              **0.0%**

  New Jersey          6,750           0              **0.0%**

  New Mexico          960             15             **1.6%**

  New York            13,355          10             **0.1%**

  North Carolina      5,699           371            **6.5%**

  North Dakota        42              3              **7.1%**

  Ohio                4,904           24             **0.5%**

  Oklahoma            ---             ---            **---**

  Oregon              471             72             **15.3%**

  Pennsylvania        10,441          74             **0.7%**

  Puerto Rico         1,883           81             **4.3%**

  Rhode Island        360             0              **0.0%**

  South Carolina      2,938           131            **4.5%**

  South Dakota        320             1              **0.3%**

  Tennessee           3,364           99             **2.9%**

  Texas               24,075          1,831          **7.6%**

  Utah                1,200           125            **10.4%**

  Vermont             ---             19             **---**

  Virgin Islands      57              44             **77.2%**

  Virginia            2,291           1              **0.0%**

  Washington          ---             41             **---**

  West Virginia       3,259           43             **1.3%**

  Wisconsin           4,005           0              **0.0%**

  Wyoming             283             1              **0.4%**

  **Total (only       **195,825**     **5,400**      **2.8%**
  states reporting                                   
  totals and subject                                 
  data)**                                            
  ------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  ---------------------------------------------------------------------------
                         **Bilingual/ESL                        
                         (all levels)**                         
  ---------------------- ----------------- -------------------- -------------
                         ** **             **Teachers on        
                                           waivers**            

  **State**              **\# Teachers in  **Number**           **Percent**
                         subject area**                         

  Alabama                77                1                    **1.3%**

  Alaska                 80                4                    **5.0%**

  Arizona                2,147             57                   **2.7%**

  Arkansas               799               17                   **2.1%**

  California             166,408           3,127                **1.9%**

  Colorado               1,844             75                   **4.1%**

  Connecticut            507               28                   **5.5%**

  D.C.                   ---               0                    **---**

  Delaware               18                8                    **44.4%**

  Florida                1,124             5                    **0.4%**

  Georgia                1,044             59                   **5.7%**

  Guam                   36                7                    **19.4%**

  Hawaii                 69                5                    **7.2%**

  Idaho                  ---               12                   **---**

  Illinois               3,082             784                  **25.4%**

  Indiana                555               6                    **1.1%**

  Iowa                   282               0                    **0.0%**

  Kansas                 376               1                    **0.3%**

  Kentucky               223               29                   **13.0%**

  Louisiana              152               19                   **12.5%**

  Maine                  94                6                    **6.4%**

  Maryland               599               92                   **15.4%**

  Massachusetts          2,150             95                   **4.4%**

  Michigan               327               52                   **15.9%**

  Minnesota              2,142             95                   **4.4%**

  Mississippi            ---               0                    **---**

  Missouri               281               10                   **3.6%**

  Montana                4                 0                    **0.0%**

  Nebraska               546               1                    **0.2%**

  Nevada                 630               0                    **0.0%**

  New Hampshire          121               ---                  **---**

  New Jersey             2,237             364                  **16.3%**

  New Mexico             1,629             316                  **19.4%**

  New York               5,616             1                    **0.0%**

  North Carolina         1,400             381                  **27.2%**

  North Dakota           0                 0                    **---**

  Ohio                   225               2                    **0.9%**

  Oklahoma               ---               ---                  **---**

  Oregon                 1,432             54                   **3.8%**

  Pennsylvania           0                 0                    **---**

  Puerto Rico            0                 0                    **---**

  Rhode Island           94                11                   **11.7%**

  South Carolina         90                21                   **23.3%**

  South Dakota           19                1                    **5.3%**

  Tennessee              108               4                    **3.7%**

  Texas                  27,849            2,556                **9.2%**

  Utah                   288               4                    **2.8%**

  Vermont                ---               4                    **---**

  Virgin Islands         34                25                   **73.5%**

  Virginia               1,652             0                    **0.0%**

  Washington             ---               12                   **---**

  West Virginia          5                 2                    **40.0%**

  Wisconsin              596               0                    **0.0%**

  Wyoming                24                0                    **0.0%**

  **Total (only states   **228,894**       **8,329**            **3.6%**
  reporting totals and                                          
  subject data)**                                               
  ---------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  ------------------------------------------------------------------------
                         **Civics and                      
                         government                        
                         (secondary)**                     
  ---------------------- ----------------- --------------- ---------------
                         ** **             **Teachers on   
                                           waivers**       

  **State**              **\# Teachers in  **Number**      **Percent**
                         subject area**                    

  Alabama                754               1               **0.1%**

  Alaska                 86                ---             **---**

  Arizona                939               17              **1.8%**

  Arkansas               ---               ---             **---**

  California             0                 0               **---**

  Colorado               ---               ---             **---**

  Connecticut            94                ---             **---**

  D.C.                   ---               0               **---**

  Delaware               0                 0               **---**

  Florida                ---               ---             **---**

  Georgia                ---               ---             **---**

  Guam                   4                 ---             **---**

  Hawaii                 ---               ---             **---**

  Idaho                  ---               2               **---**

  Illinois               531               1               **0.2%**

  Indiana                3,747             6               **0.2%**

  Iowa                   479               0               **---**

  Kansas                 471               0               **0.0%**

  Kentucky               ---               ---             **---**

  Louisiana              570               49              **8.6%**

  Maine                  ---               ---             **---**

  Maryland               174               170             **97.7%**

  Massachusetts          ---               ---             **---**

  Michigan               320               1               **0.3%**

  Minnesota              1,236             15              **1.2%**

  Mississippi            ---               0               **---**

  Missouri               942               13              **1.4%**

  Montana                166               0               **0.0%**

  Nebraska               149               0               **0.0%**

  Nevada                 430               0               **0.0%**

  New Hampshire          801               ---             **---**

  New Jersey             0                 0               **---**

  New Mexico             ---               ---             **---**

  New York               0                 0               **---**

  North Carolina         98                8               **8.2%**

  North Dakota           0                 0               **---**

  Ohio                   2,321             26              **1.1%**

  Oklahoma               ---               ---             **---**

  Oregon                 ---               ---             **---**

  Pennsylvania           6,507             48              **0.7%**

  Puerto Rico            0                 0               **---**

  Rhode Island           258               0               **0.0%**

  South Carolina         1,830             58              **3.2%**

  South Dakota           257               5               **1.9%**

  Tennessee              459               1               **0.2%**

  Texas                  2,828             246             **8.7%**

  Utah                   176               3               **1.7%**

  Vermont                ---               ---             **---**

  Virgin Islands         0                 0               **---**

  Virginia               1,306             0               **0.0%**

  Washington             ---               0               **---**

  West Virginia          215               15              **7.0%**

  Wisconsin              2,485             0               **0.0%**

  Wyoming                0                 0               **---**

  **Total (only states   **29,648**        **683**         **2.3%**
  reporting totals and                                     
  subject data)**                                          
  ------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  ------------------------------------------------------------------------
                          **Economics                       
                          (secondary)**                     
  ----------------------- ------------------ -------------- --------------
                          ** **              **Teachers on  
                                             waivers**      

  **State**               **\# Teachers in   **Number**     **Percent**
                          subject area**                    

  Alabama                 147                1              **0.7%**

  Alaska                  37                 ---            **---**

  Arizona                 332                7              **2.1%**

  Arkansas                ---                ---            **---**

  California              0                  0              **---**

  Colorado                ---                ---            **---**

  Connecticut             35                 ---            **---**

  D.C.                    ---                0              **---**

  Delaware                0                  0              **---**

  Florida                 ---                ---            **---**

  Georgia                 ---                ---            **---**

  Guam                    ---                ---            **---**

  Hawaii                  ---                ---            **---**

  Idaho                   ---                5              **---**

  Illinois                343                1              **0.3%**

  Indiana                 453                0              **0.0%**

  Iowa                    159                0              **---**

  Kansas                  115                0              **0.0%**

  Kentucky                ---                ---            **---**

  Louisiana               11                 1              **9.1%**

  Maine                   ---                ---            **---**

  Maryland                280                0              **0.0%**

  Massachusetts           ---                ---            **---**

  Michigan                328                2              **0.6%**

  Minnesota               522                12             **2.3%**

  Mississippi             ---                0              **---**

  Missouri                262                2              **0.8%**

  Montana                 2                  0              **0.0%**

  Nebraska                32                 1              **3.1%**

  Nevada                  15                 0              **0.0%**

  New Hampshire           ---                ---            **---**

  New Jersey              0                  0              **---**

  New Mexico              ---                ---            **---**

  New York                0                  0              **---**

  North Carolina          53                 5              **9.4%**

  North Dakota            0                  0              **---**

  Ohio                    927                6              **0.6%**

  Oklahoma                ---                ---            **---**

  Oregon                  ---                ---            **---**

  Pennsylvania            0                  0              **---**

  Puerto Rico             0                  0              **---**

  Rhode Island            60                 0              **0.0%**

  South Carolina          1,645              29             **1.8%**

  South Dakota            142                3              **2.1%**

  Tennessee               381                1              **0.3%**

  Texas                   2,065              195            **9.4%**

  Utah                    18                 0              **0.0%**

  Vermont                 ---                ---            **---**

  Virgin Islands          0                  0              **---**

  Virginia                12                 0              **0.0%**

  Washington              ---                0              **---**

  West Virginia           129                15             **11.6%**

  Wisconsin               154                0              **0.0%**

  Wyoming                 0                  0              **---**

  **Total (only states    **8,587**          **281**        **3.3%**
  reporting totals and                                      
  subject data)**                                           
  ------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  -------------------------------------------------------------------------
                         **English                         
                         (secondary)**                     
  ---------------------- ---------------- ---------------- ----------------
                         ** **            **Teachers on    
                                          waivers**        

  **State**              **\# Teachers in **Number**       **Percent**
                         subject area**                    

  Alabama                5,627            11               **0.2%**

  Alaska                 1,003            9                **0.9%**

  Arizona                4,322            102              **2.4%**

  Arkansas               1,434            28               **2.0%**

  California             26,868           1,142            **4.3%**

  Colorado               5,104            174              **3.4%**

  Connecticut            3,607            38               **1.1%**

  D.C.                   ---              0                **---**

  Delaware               531              34               **6.4%**

  Florida                9,215            67               **0.7%**

  Georgia                10,602           1,130            **10.7%**

  Guam                   118              11               **9.3%**

  Hawaii                 758              62               **8.2%**

  Idaho                  ---              31               **---**

  Illinois               5,808            52               **0.9%**

  Indiana                12,758           25               **0.2%**

  Iowa                   3,323            0                **0.0%**

  Kansas                 5,650            0                **0.0%**

  Kentucky               7,756            93               **1.2%**

  Louisiana              4,235            203              **4.8%**

  Maine                  1,904            52               **2.7%**

  Maryland               4,188            421              **10.1%**

  Massachusetts          5,128            88               **1.7%**

  Michigan               5,829            32               **0.5%**

  Minnesota              12,713           214              **1.7%**

  Mississippi            ---              0                **---**

  Missouri               5,002            106              **2.1%**

  Montana                646              1                **0.2%**

  Nebraska               2,371            6                **0.3%**

  Nevada                 1,956            0                **0.0%**

  New Hampshire          921              1                **0.1%**

  New Jersey             6,554            0                **0.0%**

  New Mexico             2,005            12               **0.6%**

  New York               15,837           8                **0.1%**

  North Carolina         5,469            458              **8.4%**

  North Dakota           273              13               **4.8%**

  Ohio                   32,935           263              **0.8%**

  Oklahoma               ---              2                **---**

  Oregon                 1,623            86               **5.3%**

  Pennsylvania           14,433           59               **0.4%**

  Puerto Rico            2,204            76               **3.4%**

  Rhode Island           1,029            9                **0.9%**

  South Carolina         5,068            233              **4.6%**

  South Dakota           1,763            2                **0.1%**

  Tennessee              3,510            36               **1.0%**

  Texas                  32,761           2,551            **7.8%**

  Utah                   2,437            70               **2.9%**

  Vermont                ---              6                **---**

  Virgin Islands         90               63               **70.0%**

  Virginia               6,582            0                **0.0%**

  Washington             ---              3                **---**

  West Virginia          2,450            36               **1.5%**

  Wisconsin              4,391            0                **0.0%**

  Wyoming                418              2                **0.5%**

  **Total (only states   **291,209**      **8,079**        **2.8%**
  reporting totals and                                     
  subject data)**                                          
  -------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  ------------------------------------------------------------------------
                           **Foreign                        
                           language                         
                           (secondary)**                    
  ------------------------ ----------------- -------------- --------------
                           ** **             **Teachers on  
                                             waivers**      

  **State**                **\# Teachers in  **Number**     **Percent**
                           subject area**                   

  Alabama                  725               14             **1.9%**

  Alaska                   196               4              **2.0%**

  Arizona                  988               39             **3.9%**

  Arkansas                 545               27             **5.0%**

  California               5,309             384            **7.2%**

  Colorado                 1,330             117            **8.8%**

  Connecticut              2,350             24             **1.0%**

  D.C.                     ---               0              **---**

  Delaware                 155               20             **12.9%**

  Florida                  3,787             20             **0.5%**

  Georgia                  205               48             **23.4%**

  Guam                     19                7              **36.8%**

  Hawaii                   169               15             **8.9%**

  Idaho                    ---               24             **---**

  Illinois                 3,623             194            **5.4%**

  Indiana                  4,178             62             **1.5%**

  Iowa                     785               0              **0.0%**

  Kansas                   973               5              **0.5%**

  Kentucky                 ---               ---            **---**

  Louisiana                935               126            **13.5%**

  Maine                    684               100            **14.6%**

  Maryland                 1,432             225            **15.7%**

  Massachusetts            2,682             108            **4.0%**

  Michigan                 2,221             88             **4.0%**

  Minnesota                3,825             229            **6.0%**

  Mississippi              ---               0              **---**

  Missouri                 1,379             45             **3.3%**

  Montana                  181               3              **1.7%**

  Nebraska                 688               1              **0.1%**

  Nevada                   364               0              **0.0%**

  New Hampshire            507               5              **1.0%**

  New Jersey               4,379             343            **7.8%**

  New Mexico               504               10             **2.0%**

  New York                 6,815             168            **2.5%**

  North Carolina           2,700             407            **15.1%**

  North Dakota             81                4              **4.9%**

  Ohio                     3,357             60             **1.8%**

  Oklahoma                 ---               2              **---**

  Oregon                   563               12             **2.1%**

  Pennsylvania             4,025             146            **3.6%**

  Puerto Rico              4,405             225            **5.1%**

  Rhode Island             478               28             **5.9%**

  South Carolina           880               111            **12.6%**

  South Dakota             332               1              **0.3%**

  Tennessee                1,109             33             **3.0%**

  Texas                    6,991             1,012          **14.5%**

  Utah                     652               73             **11.2%**

  Vermont                  ---               17             **---**

  Virgin Islands           33                28             **84.8%**

  Virginia                 3,254             0              **0.0%**

  Washington               ---               26             **---**

  West Virginia            518               42             **8.1%**

  Wisconsin                1,899             0              **0.0%**

  Wyoming                  137               1              **0.7%**

  **Total (only states     **83,347**        **4,614**      **5.5%**
  reporting totals and                                      
  subject data)**                                           
  ------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  ------------------------------------------------------------------------
                         **Geography                       
                         (secondary)**                     
  ---------------------- ----------------- --------------- ---------------
                         ** **             **Teachers on   
                                           waivers**       

  **State**              **\# Teachers in  **Number**      **Percent**
                         subject area**                    

  Alabama                491               1               **0.2%**

  Alaska                 64                ---             **---**

  Arizona                545               7               **1.3%**

  Arkansas               ---               ---             **---**

  California             0                 0               **---**

  Colorado               ---               ---             **---**

  Connecticut            65                ---             **---**

  D.C.                   ---               0               **---**

  Delaware               0                 0               **---**

  Florida                ---               ---             **---**

  Georgia                ---               ---             **---**

  Guam                   5                 ---             **---**

  Hawaii                 ---               ---             **---**

  Idaho                  ---               0               **---**

  Illinois               652               4               **0.6%**

  Indiana                487               0               **0.0%**

  Iowa                   48                0               **0.0%**

  Kansas                 302               0               **0.0%**

  Kentucky               ---               ---             **---**

  Louisiana              638               59              **9.2%**

  Maine                  ---               ---             **---**

  Maryland               27                0               **0.0%**

  Massachusetts          ---               ---             **---**

  Michigan               331               1               **0.3%**

  Minnesota              0                 0               **---**

  Mississippi            ---               0               **---**

  Missouri               575               9               **1.6%**

  Montana                37                0               **0.0%**

  Nebraska               122               0               **0.0%**

  Nevada                 158               0               **0.0%**

  New Hampshire          ---               ---             **---**

  New Jersey             0                 0               **---**

  New Mexico             ---               ---             **---**

  New York               0                 0               **---**

  North Carolina         ---               ---             **---**

  North Dakota           0                 0               **---**

  Ohio                   442               5               **1.1%**

  Oklahoma               ---               ---             **---**

  Oregon                 ---               ---             **---**

  Pennsylvania           0                 0               **---**

  Puerto Rico            0                 0               **---**

  Rhode Island           104               0               **0.0%**

  South Carolina         1,152             44              **3.8%**

  South Dakota           304               10              **3.3%**

  Tennessee              859               4               **0.5%**

  Texas                  5,123             580             **11.3%**

  Utah                   363               55              **15.2%**

  Vermont                ---               ---             **---**

  Virgin Islands         0                 0               **---**

  Virginia               325               0               **0.0%**

  Washington             ---               0               **---**

  West Virginia          613               15              **2.4%**

  Wisconsin              214               0               **0.0%**

  Wyoming                0                 0               **---**

  **Total (only states   **13,912**        **794**         **5.7%**
  reporting totals and                                     
  subject data)**                                          
  ------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  ------------------------------------------------------------------------
                          **History                         
                          (secondary)**                     
  ----------------------- ------------------ -------------- --------------
                          ** **              **Teachers on  
                                             waivers**      

  **State**               **\# Teachers in   **Number**     **Percent**
                          subject area**                    

  Alabama                 2,162              3              **0.1%**

  Alaska                  305                ---            **---**

  Arizona                 1,900              35             **1.8%**

  Arkansas                ---                ---            **---**

  California              0                  0              **---**

  Colorado                ---                ---            **---**

  Connecticut             828                2              **0.2%**

  D.C.                    ---                0              **---**

  Delaware                0                  0              **---**

  Florida                 ---                ---            **---**

  Georgia                 ---                ---            **---**

  Guam                    110                6              **5.5%**

  Hawaii                  ---                ---            **---**

  Idaho                   ---                4              **---**

  Illinois                2,868              35             **1.2%**

  Indiana                 1,777              8              **0.5%**

  Iowa                    615                0              **0.0%**

  Kansas                  3,300              0              **0.0%**

  Kentucky                ---                ---            **---**

  Louisiana               857                53             **6.2%**

  Maine                   ---                ---            **---**

  Maryland                918                46             **5.0%**

  Massachusetts           4,281              67             **1.6%**

  Michigan                1,993              6              **0.3%**

  Minnesota               3,427              41             **1.2%**

  Mississippi             ---                0              **---**

  Missouri                2,165              32             **1.5%**

  Montana                 242                0              **0.0%**

  Nebraska                945                4              **0.4%**

  Nevada                  521                0              **0.0%**

  New Hampshire           ---                ---            **---**

  New Jersey              4,963              0              **0.0%**

  New Mexico              1,378              16             **1.2%**

  New York                0                  0              **---**

  North Carolina          1,071              92             **8.6%**

  North Dakota            0                  0              **---**

  Ohio                    28,251             198            **0.7%**

  Oklahoma                ---                3              **---**

  Oregon                  ---                ---            **---**

  Pennsylvania            0                  0              **---**

  Puerto Rico             0                  0              **---**

  Rhode Island            108                0              **0.0%**

  South Carolina          2,093              67             **3.2%**

  South Dakota            217                2              **0.9%**

  Tennessee               1,286              3              **0.2%**

  Texas                   15,172             1,314          **8.7%**

  Utah                    1,239              31             **2.5%**

  Vermont                 ---                ---            **---**

  Virgin Islands          74                 62             **83.8%**

  Virginia                4,128              0              **0.0%**

  Washington              ---                3              **---**

  West Virginia           1,599              17             **1.1%**

  Wisconsin               1,599              0              **0.0%**

  Wyoming                 324                0              **0.0%**

  **Total (only states    **92,411**         **2,140**      **2.3%**
  reporting totals and                                      
  subject data)**                                           
  ------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  -------------------------------------------------------------------------
                         **Mathematics                      
                         (secondary)**                      
  ---------------------- ------------------ --------------- ---------------
                         ** **              **Teachers on   
                                            waivers**       

  **State**              **\# Teachers in   **Number**      **Percent**
                         subject area**                     

  Alabama                2,955              27              **0.9%**

  Alaska                 822                9               **1.1%**

  Arizona                3,696              118             **3.2%**

  Arkansas               1,518              41              **2.7%**

  California             18,293             1,354           **7.4%**

  Colorado               3,387              172             **5.1%**

  Connecticut            3,351              106             **3.2%**

  D.C.                   ---                0               **---**

  Delaware               445                47              **10.6%**

  Florida                7,664              52              **0.7%**

  Georgia                7,940              918             **11.6%**

  Guam                   113                10              **8.8%**

  Hawaii                 538                51              **9.5%**

  Idaho                  ---                39              **---**

  Illinois               8,977              88              **1.0%**

  Indiana                9,323              67              **0.7%**

  Iowa                   1,805              0               **0.0%**

  Kansas                 4,444              0               **0.0%**

  Kentucky               4,868              90              **1.8%**

  Louisiana              2,639              389             **14.7%**

  Maine                  1,169              86              **7.4%**

  Maryland               3,963              409             **10.3%**

  Massachusetts          5,030              179             **3.6%**

  Michigan               6,454              116             **1.8%**

  Minnesota              9,783              151             **1.5%**

  Mississippi            ---                0               **---**

  Missouri               3,923              87              **2.2%**

  Montana                515                1               **0.2%**

  Nebraska               1,499              3               **0.2%**

  Nevada                 1,380              0               **0.0%**

  New Hampshire          800                4               **0.5%**

  New Jersey             7,267              0               **0.0%**

  New Mexico             1,172              26              **2.2%**

  New York               14,920             346             **2.3%**

  North Carolina         3,788              303             **8.0%**

  North Dakota           231                5               **2.2%**

  Ohio                   33,375             250             **0.7%**

  Oklahoma               ---                7               **---**

  Oregon                 1,847              30              **1.6%**

  Pennsylvania           7,007              181             **2.6%**

  Puerto Rico            2,133              108             **5.1%**

  Rhode Island           827                87              **10.5%**

  South Carolina         3,799              200             **5.3%**

  South Dakota           1,273              18              **1.4%**

  Tennessee              4,547              127             **2.8%**

  Texas                  21,108             1,878           **8.9%**

  Utah                   1,775              192             **10.8%**

  Vermont                ---                20              **---**

  Virgin Islands         82                 70              **85.4%**

  Virginia               6,366              0               **0.0%**

  Washington             ---                12              **---**

  West Virginia          2,215              33              **1.5%**

  Wisconsin              4,023              0               **0.0%**

  Wyoming                374                2               **0.5%**

  **Total (only states   **235,423**        **8,431**       **3.6%**
  reporting totals and                                      
  subject data)**                                           
  -------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  ---------------------------------------------------------------------------
                         **Reading/language                   
                         arts (elementary)**                  
  ---------------------- -------------------- --------------- ---------------
                         ** **                **Teachers on   
                                              waivers**       

  **State**              **\# Teachers in     **Number**      **Percent**
                         subject area**                       

  Alabama                22,754               11              **0.0%**

  Alaska                 94                   1               **1.1%**

  Arizona                23,175               389             **1.7%**

  Arkansas               13,179               35              **0.3%**

  California             139,114              5,062           **3.6%**

  Colorado               23,189               479             **2.1%**

  Connecticut            524                  19              **3.6%**

  D.C.                   ---                  0               **---**

  Delaware               2,571                8               **0.3%**

  Florida                ---                  ---             **---**

  Georgia                ---                  ---             **---**

  Guam                   ---                  ---             **---**

  Hawaii                 62                   4               **6.5%**

  Idaho                  ---                  67              **---**

  Illinois               0                    0               **---**

  Indiana                23,268               12              **0.1%**

  Iowa                   2,313                0               **0.0%**

  Kansas                 13,550               0               **0.0%**

  Kentucky               10,358               47              **0.5%**

  Louisiana              4,101                182             **4.4%**

  Maine                  6,039                123             **2.0%**

  Maryland               6,257                2               **0.0%**

  Massachusetts          24,748               254             **1.0%**

  Michigan               2,988                48              **1.6%**

  Minnesota              19,502               355             **1.8%**

  Mississippi            ---                  0               **---**

  Missouri               22,087               269             **1.2%**

  Montana                3,612                0               **0.0%**

  Nebraska               9,985                5               **0.1%**

  Nevada                 9,497                0               **0.0%**

  New Hampshire          ---                  ---             **---**

  New Jersey             40,966               0               **0.0%**

  New Mexico             7,559                72              **1.0%**

  New York               6,863                0               **0.0%**

  North Carolina         5,252                314             **6.0%**

  North Dakota           0                    0               **---**

  Ohio                   25,277               126             **0.5%**

  Oklahoma               ---                  ---             **---**

  Oregon                 ---                  ---             **---**

  Pennsylvania           44,594               1,126           **2.5%**

  Puerto Rico            0                    0               **---**

  Rhode Island           377                  1               **0.3%**

  South Carolina         21,740               128             **0.6%**

  South Dakota           5,818                0               **0.0%**

  Tennessee              5,580                67              **1.2%**

  Texas                  32,871               1,976           **6.0%**

  Utah                   ---                  ---             **---**

  Vermont                ---                  25              **---**

  Virgin Islands         25                   9               **36.0%**

  Virginia               1,765                0               **0.0%**

  Washington             ---                  2               **---**

  West Virginia          3,157                123             **3.9%**

  Wisconsin              24,229               0               **0.0%**

  Wyoming                3,075                0               **0.0%**

  **Total (only states   **612,115**          **11,247**      **1.8%**
  reporting totals and                                        
  subject data)**                                             
  ---------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  -------------------------------------------------------------------------
                           **Science                         
                           (secondary)**                     
  ------------------------ ------------------ -------------- --------------
                           ** **              **Teachers on  
                                              waivers**      

  **State**                **\# Teachers in   **Number**     **Percent**
                           subject area**                    

  Alabama                  2,698              23             **0.9%**

  Alaska                   695                10             **1.4%**

  Arizona                  3,024              85             **2.8%**

  Arkansas                 1,317              43             **3.3%**

  California               14,444             965            **6.7%**

  Colorado                 3,092              194            **6.3%**

  Connecticut              3,819              138            **3.6%**

  D.C.                     ---                0              **---**

  Delaware                 406                40             **9.9%**

  Florida                  6,821              52             **0.8%**

  Georgia                  ---                ---            **---**

  Guam                     106                16             **15.1%**

  Hawaii                   731                39             **5.3%**

  Idaho                    ---                31             **---**

  Illinois                 7,420              91             **1.2%**

  Indiana                  6,611              73             **1.1%**

  Iowa                     1,970              0              **0.0%**

  Kansas                   3,954              1              **0.0%**

  Kentucky                 4,392              91             **2.1%**

  Louisiana                4,223              508            **12.0%**

  Maine                    1,061              99             **9.3%**

  Maryland                 3,267              426            **13.0%**

  Massachusetts            5,594              133            **2.4%**

  Michigan                 6,253              72             **1.2%**

  Minnesota                8,065              169            **2.1%**

  Mississippi              ---                0              **---**

  Missouri                 3,781              93             **2.5%**

  Montana                  489                0              **0.0%**

  Nebraska                 1,448              1              **0.1%**

  Nevada                   1,370              0              **0.0%**

  New Hampshire            763                8              **1.0%**

  New Jersey               5,287              0              **0.0%**

  New Mexico               1,139              15             **1.3%**

  New York                 13,599             340            **2.5%**

  North Carolina           3,703              291            **7.9%**

  North Dakota             217                11             **5.1%**

  Ohio                     28,156             250            **0.9%**

  Oklahoma                 ---                6              **---**

  Oregon                   1,478              48             **3.2%**

  Pennsylvania             7,557              142            **1.9%**

  Puerto Rico              1,990              101            **5.1%**

  Rhode Island             960                51             **5.3%**

  South Carolina           3,788              267            **7.0%**

  South Dakota             1,167              3              **0.3%**

  Tennessee                4,217              79             **1.9%**

  Texas                    17,917             1,772          **9.9%**

  Utah                     1,280              364            **28.4%**

  Vermont                  ---                6              **---**

  Virgin Islands           73                 61             **83.6%**

  Virginia                 5,997              1              **0.0%**

  Washington               ---                17             **---**

  West Virginia            1,875              70             **3.7%**

  Wisconsin                4,307              0              **0.0%**

  Wyoming                  348                1              **0.3%**

  **Total (only states     **202,869**        **7,237**      **3.6%**
  reporting totals and                                       
  subject data)**                                            
  -------------------------------------------------------------------------

Appendix A4. Number and percent of classroom teachers on waivers by
subject area, by state: 2003-04 (continued)

  ------------------------------------------------------------------------
                         **Special                         
                         education (all                    
                         levels)**                         
  ---------------------- ----------------- --------------- ---------------
                         ** **             **Teachers on   
                                           waivers**       

  **State**              **\# Teachers in  **Number**      **Percent**
                         subject area**                    

  Alabama                5,714             15              **0.3%**

  Alaska                 1,110             23              **2.1%**

  Arizona                5,538             363             **6.6%**

  Arkansas               3,034             131             **4.3%**

  California             26,627            6,051           **22.7%**

  Colorado               4,815             393             **8.2%**

  Connecticut            4,715             88              **1.9%**

  D.C.                   ---               ---             **---**

  Delaware               1,646             180             **10.9%**

  Florida                24,581            1,401           **5.7%**

  Georgia                1,400             65              **4.6%**

  Guam                   82                14              **17.1%**

  Hawaii                 1,921             221             **11.5%**

  Idaho                  ---               148             **---**

  Illinois               21,847            356             **1.6%**

  Indiana                10,974            454             **4.1%**

  Iowa                   5,568             0               **0.0%**

  Kansas                 5,131             2               **0.0%**

  Kentucky               9,262             1,146           **12.4%**

  Louisiana              7,912             1,845           **23.3%**

  Maine                  1,008             412             **40.9%**

  Maryland               6,583             831             **12.6%**

  Massachusetts          11,103            404             **3.6%**

  Michigan               9,603             233             **2.4%**

  Minnesota              8,146             357             **4.4%**

  Mississippi            ---               0               **---**

  Missouri               10,496            348             **3.3%**

  Montana                831               0               **0.0%**

  Nebraska               5,020             10              **0.2%**

  Nevada                 2,975             0               **0.0%**

  New Hampshire          2,035             14              **0.7%**

  New Jersey             11,541            1,302           **11.3%**

  New Mexico             4,109             357             **8.7%**

  New York               29,411            396             **1.3%**

  North Carolina         15,985            1,293           **8.1%**

  North Dakota           412               11              **2.7%**

  Ohio                   13,635            265             **1.9%**

  Oklahoma               ---               ---             **---**

  Oregon                 637               117             **18.4%**

  Pennsylvania           15,138            628             **4.1%**

  Puerto Rico            3,161             122             **3.9%**

  Rhode Island           2,450             101             **4.1%**

  South Carolina         7,260             690             **9.5%**

  South Dakota           1,283             6               **0.5%**

  Tennessee              7,189             213             **3.0%**

  Texas                  34,276            2,705           **7.9%**

  Utah                   2,886             133             **4.6%**

  Vermont                ---               41              **---**

  Virgin Islands         152               93              **61.2%**

  Virginia               17,218            0               **0.0%**

  Washington             8,045             65              **0.8%**

  West Virginia          2,608             601             **23.0%**

  Wisconsin              8,941             0               **0.0%**

  Wyoming                508               3               **0.6%**

  **Total (only states   **386,522**       **24,458**      **6.3%**
  reporting totals and                                     
  subject data)**                                          
  ------------------------------------------------------------------------

--- Data not available.

**NOTE:** For purposes of this table, the term "state" refers to the 50
states, the District of Columbia, Puerto Rico and outlying areas.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

Appendix A5. Types of emergency or temporary licenses issued, by state:
2004

  ---------------------------------------------------------------------------
  State           Name of license                     Duration    Times
                                                      (in years)  renewable
  --------------- ----------------------------------- ----------- -----------
  Alabama         Emergency Certificate               1           0

  Alaska          Emergency Certificate               1           0

  Alaska          Special Education Waiver            1           2

  Arizona         Substitute Certificate              6           Unlimited

  Arizona         Emergency Substitute Certificate    1           Unlimited

  Arizona         Emergency Teaching Certificate      1           Unlimited

  Arkansas        Provisional Credential (1282)       1           2

  Arkansas        Provisional Credential (1082)       1           0

  Arkansas        Waiver                              1           0

  Arkansas        Provisional Credential (1083)       1           0

  Arkansas        Provisional Credential (1084)       1           0

  Arkansas        Provisional Credential (1085)       1           0

  California      Pre-Intern Certificate              1           1

  California      Emergency Permit                    1           4

  California      Credential Waiver---Variable        1           3

  California      Credential Waiver---Short term      0.5         0

  Colorado        Authorization\--Emergency           1           1

  Connecticut     Temporary 90-Day Certificate        0.5         1

  Connecticut     Durational Shortage Area Permit     1           2

  Connecticut     Substitute Authorization-No BA      1           Not
                                                                  specified

  Connecticut     Long-Term Substitutes               1           0

  Delaware        Emergency Certificate               3           0

  Florida         Expert in Field; qualified but not  Not         0
                  certified                           specified   

  Georgia         Permitted Personnel                 1           0

  Georgia         Nonrenewable Certificate            5           0

  Georgia         International Exchange Certificates 3           0

  Georgia         Intern Certificate                  2           0

  Guam            Emergency Certificate               1           3

  Hawaii          Emergency Hire                      1           3

  Idaho           Misassignment                       1           Unlimited

  Idaho           American Board for the              3           0
                  Certification of Teacher Excellence             
                  (ABCTE)                                         

  Idaho           Letter of Authorization             1           3

  Idaho           Alternative Route Program           3           0

  Idaho           Consultant Specialist               1           Unlimited

  Illinois        Provisional Vocational Certificate  2           Not
                                                                  specified

  Illinois        Part-Time Provisional Vocational    2           Not
                  Certificate                                     specified

  Illinois        Transitional Bilingual Certificate  6           1

  Illinois        Substitute Certificate              4           0

  Illinois        Visiting International Teaching     3           0
                  Certificate                                     

  Indiana         Emergency Permit                    1           2

  Kansas          Visiting Scholar License            1           Unlimited

  Kentucky        Emergency Certificate               1           Unlimited

  Kentucky        Conditional Certificate             1           0

  Kentucky        Part-Time Adjunct Instructor        1           0
                  Certificate                                     

  Louisiana       Temporary Authority to Teach        1           2

  Louisiana       Temporary Employment Permit         1           2

  Louisiana       Out-of-Field Authorization to Teach 1           2

  Maine           Conditional Certificate             1           2

  Maine           Waiver                              1           4

  Maine           Transitional                        1           4

  Maine           Targeted Needs                      1           2

  Maryland        Conditional Certificate             2           0

  Massachusetts   Waiver                              1           Unlimited

  Michigan        The Emergency Permit                1           Not
                                                                  specified

  Michigan        The Full-Year Permit                1           Not
                                                                  specified

  Michigan        Annual Vocational Authorization     1           8

  Michigan        Section 1233b Permit                1           Not
                                                                  specified

  Michigan        Emergency/Temporary Special         1           Not
                  Education                                       specified

  Minnesota       Nonlicensed Community Experts       1           0

  Minnesota       Temporary Limited License           1           2

  Minnesota       Personnel Variances                 1           2

  Minnesota       Waiver                              1           0

  Mississippi     One Year Educator License           1           0

  Missouri        Temporary Authorization Certificate 1           3
                  of License to Teach                             

  Montana         Emergency Authorization of          1           Unlimited
                  Employment                                      

  Nebraska        Provisional Commitment Teaching     1           5
                  Certificate                                     

  Nevada          Emergency Substitute Certificate    Not         0
                                                      specified   

  New Hampshire   Intern License                      3           0

  New Hampshire   Permission to Employ                1           0

  New Jersey      Conditional Certificate to Teach a  1           4
                  World Language                                  

  New Jersey      Provisional Certificate             2           2

  New Jersey      County Substitute Certificate       3           Unlimited

  New Jersey      Emergency Certificate               1           2

  New Mexico      Waiver of Assignment                1           2

  New Mexico      Substandard Licensure               1           2

  New York        Modified Temporary License          1           0

  North Carolina  Provisional Licenses                1           2

  North Carolina  Emergency Permits                   1           0

  North Carolina  Alternative Entry Licenses          1           0

  North Carolina  Lateral Entry Licenses              2           1

  North Carolina  Temporary Permits                   1           1

  North Dakota    Interim/Emergency License           1           Not
                                                                  specified

  Ohio            Temporary Teaching License          1           4

  Ohio            Conditional Permit                  1           0

  Ohio            Temporary Teaching License---One    1           0
                  year                                            

  Ohio            Provision for Teaching under House  2           0
                  Bill 196                                        

  Oklahoma        Emergency Certificate               Not         0
                                                      specified   

  Oregon          Transitional License                1           0

  Oregon          Limited Teaching License            3           0

  Oregon          Emergency Teaching License          3           0

  Oregon          Restricted Transitional License     3           0

  Pennsylvania    Emergency Permits                   1           Not
                                                                  specified

  Puerto Rico     Transitional Provisional            1           5
                  Certificate (Certificado                        
                  Transitorio Provisional)                        

  Rhode Island    Emergency                           1           Unlimited

  South Carolina  Interim Certificate                 1           0

  South Carolina  Temporary Certificate               1           2

  South Carolina  Special Subject Certificate         1           Unlimited

  South Carolina  Transitional Certificate            1           2

  South Carolina  Out of Field Permit                 1           Unlimited

  Tennessee       Alternative A License (Alternative  1           2
                  Route)                                          

  Tennessee       Interim B License                   1           2

  Tennessee       Permit                              1           0

  Texas           Probationary Certificate            1           2

  Texas           Nonrenewable Permit                 1           0

  Texas           Emergency Permit                    1           2

  Texas           Temporary Exemption Permit          1           0

  Texas           Temporary Teacher Certificate       2           0

  Texas           Temporary Classroom Assignment      1           0
                  Permit                                          

  Utah            Letter of Authorization to Employ   1           3

  Vermont         Emergency License                   1           0

  Vermont         Provisional Licenses                2           0

  Virgin Islands  Emergency Certification             1           5

  Virginia        Local Eligibility License           3           0

  Washington      Emergency Certificate               1           0

  Washington      Conditional Certificate             2           Unlimited

  West Virginia   Long-Term Substitute Waiver         1           0

  West Virginia   Out-of-Field Authorization          1           Not
                                                                  specified

  West Virginia   First Class Permit for Full-Time    1           4
                  Employment                                      

  Wisconsin       Permit                              1           Unlimited

  Wisconsin       Emergency License                   1           Unlimited

  Wyoming         Temporary Employment Permit         1           3

  Wyoming         Collaboration                       1           3

  Wyoming         Transitional Certificates           1           3
  ---------------------------------------------------------------------------

**NOTE:** For purposes of this table, the term "state" refers to the 50
states, Puerto Rico and outlying areas. The District of Columbia, Iowa
and South Dakota do not issue emergency or temporary licenses and are
not included in this table.

**SOURCE:** U.S. Department of Education, Higher Education Act Title II
Reporting System, 2004.

[^1]: Throughout this report, the terms "novice," "new" and "beginning"
    are used interchangeably to describe teachers who are in the first
    two to three years of their careers.

[^2]: Through the HEA Title II data collection system, states reported
    1,102 institutions with approved teacher preparation programs.
    Institutions with less than 10 program completers are not required
    to report pass rates and, therefore, are excluded from these
    estimates. Institutions may have multiple teacher preparation
    programs housed within their colleges of education. Under HEA Title
    II, institutions report at the institutional, not program, level.
    The National Association of State Directors of Teacher Education and
    Certification reports the number of programs within an institution.

[^3]: The estimate of 170,235 includes only states that reported
    assessment data in the HEA Title II data collection system. As
    non-testing states, Idaho, Iowa, Montana, Nebraska, North Dakota,
    Washington and Wisconsin did not report the number of program
    completers. Therefore, this estimate undercounts the number of
    traditional route completers. As discussed in footnote 2, this
    figure also excludes prospective teachers from teacher preparation
    programs with less than 10 program completers.

[^4]: Estimates vary among data sources primarily due to how
    organizations define what constitutes an alternative route.

[^5]: The number of initial certificates granted each year is not the
    sum of traditional and alternative route program completers. A
    program completer is a person who has met all of the requirements of
    a state-approved teacher preparation program. For a variety of
    reasons, not all program completers seek or are recommended for
    state certification.

[^6]: These data may not include the number of alternative route
    completers from states that do not have testing programs.