Resources & Research

Policy and Procedures |

Teacher Certification and Licensure State Policy Database

This database provides information about teacher certification and licensure policy in all 50 states, the District of Columbia, and the four U.S. territories. The state policy information was compiled by the Education Commission of the States (ECS) from legislation, state education agency and state board rules and regulations and state higher education executive offices.

Article |

Insights into Alternative Certification: Initial Findings From a National Study

This 2007 article describes seven alternative certification programs in detail, drawing on interviews and document reviews. The seven programs are: Teacher Education Institute in Elk Grove, California, Unified School District; Milwaukee’s Metropolitan Multicultural Teacher Education Program; North Carolina’s NC TEACH; New Jersey Provisional Teacher Program; New York City Teaching Fellows Program; Teach for America; and the Texas Region XIII Education Service Center’s Educator Certification Program.


 

Article |

Characteristics of Effective Alternative Teacher Certification Programs

This 2008 report uses multiple data collection activities and focuses on seven alternative certification programs to determine the characteristics of effective alternative certification programs.

Brief |

Teach for America: A Review of the Evidence

This 2010 brief examines the effectiveness and circumstances of the work of Teach for America teachers, including the cost of turnover and the role experience in teaching plays. The brief also makes recommendations for policymakers about the use of TFA teachers.

Report |

Alternative Certification of Teachers

This 2008 report examines the effectiveness of alternatively certified teachers and attempts to cast new light on the issues in the debate about alternative certification. The report states that more than 60,000 alternatively certified teachers work in the nation’s schools, both public and private, and that teachers without regular certificates or licenses tend to be clustered in poor urban schools with high minority enrollments.

Article |

Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness

Using a data set from Houston, Texas, this 2005 article links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The article examines whether certified teachers are more effective than those who have not met the testing and training requirements. The article also compares the effectiveness of Teach for America candidates to similarly experienced certified teachers.
 

Report |

An Evaluation of Teachers Trained Through Different Routes to Certification

This 2009 report examines the effects on student achievement of teachers who chose to be trained through different routes to certification. The report also examines how observed teacher practices vary by chosen route to certification and what aspects of teacher certification programs are associated with teacher effectiveness.

Brief |

Teachers for a New Era: Transforming Teacher Education

This 2006 brief describes the Teachers for a New Era program and its effort to reinvigorate university-based teacher education. The program uses multiple resources within higher education institutions and school districts to bring about continuous improvement. The program is composed of eleven institutions of higher education. This brief provides a short description of the accomplishments of each of these institutions.

Article |

Teacher Preparation and Student Achievement

This 2008 article combines data on individual New York City teachers and students with detailed information about the components of the teacher's preparation program to explore how the preparation of teachers influences student achievement.
 

Report |

Recruiting Effective Math Teachers, How Do Math Immersion Teachers Compare?: Evidence from New York City

This 2009 study examines the success of the Math Immersion component of the New York City Teaching Fellows program. Math Immersion seeks to increase the number of math teachers by reducing entrance requirements and providing opportunties for candidates to complete the math required to be qualified without returning to college for a math degree.