Alternate Route Eligibility: Alabama

Expanding the Pool of Teachers Policy

Goal

The state should require alternate route programs to exceed the admission requirements of traditional preparation programs while also being flexible to the needs of nontraditional candidates.

Nearly meets goal
Suggested Citation:
National Council on Teacher Quality. (2011). Alternate Route Eligibility: Alabama results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/AL-Alternate-Route-Eligibility-7

Analysis of Alabama's policies

While only some of the admission requirements for Alabama's alternate routes exceed those for traditional preparation programs, the state does require evidence of subject-matter knowledge and allows flexibility for nontraditional candidates.

Alabama has three alternate routes: the Alternative Baccalaureate Level Certificate (ABC) Approach, the Preliminary Certificate Approach and the Alternative Class A Master's Degree-Level program.

Alabama requires ABC and Alternative Class A candidates to demonstrate prior academic performance with a minimum GPA of 2.5. Candidates to the Preliminary Certificate route must have a master's degree and a minimum 3.0 GPA. All applicants must demonstrate content knowledge with a major in the intended teaching field or with a passing score on a subject-area exam.

All alternate route candidates are required to pass a subject-matter exam. Applicants are also required to pass a test of basic skills. 

A passing score on a subject-matter test may be used in lieu of coursework requirements for all alternate routes. The state is commended for allowing candidates lacking sufficient subject-area coursework to demonstrate their knowledge on a test.

Citation

Recommendations for Alabama

Screen all candidates for academic ability.
Although Alabama requires Preliminary Certificate applicants to demonstrate prior academic performance, the state should require that all candidates provide some evidence of good academic performance. As is the case for Preliminary Certificate candidates, the standard should be higher than what is required of traditional teacher candidates, such as a GPA of 2.75 or higher.  Alternatively, the state could require one of the standardized tests of academic proficiency commonly used in higher education for graduate admissions, such as the GRE.

Eliminate basic skills test requirement.
While Alabama is commended for requiring all applicants to demonstrate content knowledge on a subject-matter test, the state's requirement that alternate route candidates pass a basic skills test is impractical and ineffectual. Basic skills tests measure minimum competency—essentially those skills that a person should have acquired in middle school—and are inappropriate for candidates who have already earned a bachelor's degree. The state should eliminate the basic skills test requirement or, at a minimum, accept the equivalent in SAT, ACT or GRE scores.

State response to our analysis

Alabama was helpful in providing NCTQ with facts that enhanced our analysis. 

Alabama added that it is beginning to modify and enhance testing requirements and that serious consideration will be given to the NCTQ recommendation that the basic skills requirement should be eliminated for individuals who hold at least a bachelor's degree. The state asserted that "Alabama teachers were involved in validating the three tests currently in use, based on their perception of what teachers need to know in order to teach effectively; and that some potential applicants for alternative approach certificates have not been able to attain passing scores."

Research rationale

For evidence of the lack of selectivity among alternate route programs, see Alternative Certification Isn't Alternative (NCTQ, 2007).

There is no shortage of research indicating the states and districts should pay more attention to the academic ability of a teacher applicant. On the importance of academic ability generally, see Carlisle, Correnti, Phelps and Zeng. "Exploration of the Contribution of Teachers' Knowledge About Reading to their Students' Improvement in Reading." Reading Writing. (2009), US Department of Education Foundations for Success: The Final Report of the National Mathematics Advisory Panel. (2008), S. Kukla-Acevedo, "Do Teacher Characteristics Matter? New Results on the Effects of Teacher Preparation on Student Achievement." Economics of Education Review (2009): 49-57. M. Barber and M. Mourshed, How the World's Best-Performing School Systems Come Out on Top. McKinsey & Company (DATE). A.J. Wayne and P. Youngs, "Teacher characteristics and student achievement gains: A review," Review of Educational Research 3, No. 1 (2003): 89-122. See also G.J. Whitehurst, "Scientifically based research on teacher quality: Research on teacher preparation and professional development," presented at the 2002 White House Conference on Preparing Teachers; R. Ehrenberg and D. Brewer, "Did Teachers' Verbal Ability and Race Matter in the 1950s' Coleman Revisited," Economics of Education Review 14 (1995), 1-21; R. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation 28 (1991), 465-498; R. Ferguson and H. Ladd, "How and Why Money Matters: An Analysis of Alabama Schools," in Holding Schools Accountable, ed. H. Ladd (Washington, D.C.: Brookings Institution, 1996), pp. 265-298; R. Greenwald, L. Hedges, and R. Laine, "Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Students' Outcomes, Educational Researcher 23, no. 3 (1994), 5-14; E. Hanushek, "Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro-Data," American Economic Review 61, no. 2 (1971), 280-288; E. Hanushek, Education and Race: An Analysis of the Educational Production Process (Lexington, MA: D.C. Heath, 1972); E. Hanushek, "A More Complete Picture of School Resource Policies," Review of Educational Research 66 (1996), 397-409; H. Levin, Concepts of Economic Efficiency and Educational Production," in Education as an Industry, ed. J. Froomkin, D. Jamison, and R. Radner (Cambridge, MA: Ballinger, 1976); D. Monk and J.R. King, "Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement," Economics of Education Review 12, no. 2 (1994), 125-145; R. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record 84, no. 3 (1983) R. Murnane and B. Phillips, Effective Teachers of Inner City Children: Who They Are and What Are They? (Princeton, NJ: Mathematica Policy Research, 1978); R. Murnane and B. Phillips, "What Do Effective Teachers of Inner City Children Have in Common?" Social Science Research 10 (1981), 83-100; M. McLaughlin and D. Marsh, "Staff Development and School Change," Teachers College Record 80, no. 1 (1978), 69-94; R. Strauss and E. Sawyer, "Some New Evidence on Teacher and Student Competencies, Economics of Education Review 5 (1986), 41; A. A. Summers and B.L. Wolfe, "Which School Resources Help Learning? Efficiency and Equity in Philadelphia Public Schools," Business Review (Federal Reserve Bank of Philadelphia, February 1975).

This research is supported by other research showing that teachers from more selective colleges are more effective at raising student achievement. See for example, White, Presley, and DeAngelis, Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois. Illinois Education Research Council (2008). A. Summers and B. Wolfe, "Do Schools Make a Difference?" American Economic Review 67, no. 4 (1977), 639-652. 

Evidence of the impact of college selectivity and academic ability on student achievement is also found in studies of alternative programs such as Teach for America and Teaching Fellows.  For example, P. Decker, D. Mayer, and S. Glazerman, "The Effects of Teach for America on Students: Findings from a National Evaluation." Mathematica (2009).  Boyd, Grossman, Lankford, Loeb and Wyckoff, "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement." American Education Finance Association (2006).  J. Constantine et al. "An Evaluation of Teachers Trained Through Different Routes to Certification" Mathematica Policy Research (2009).

More evidence is provided by research done on National Board certified teachers. In fact, one study finds that the only measure that distinguishes them from their non-certified peers was their higher scores on the SAT and ACT. See D. Goldhaber, D. Perry, and E. Anthony, NBPTS certification: Who applies and what factors are associated with success? Urban Institute (2003); available at: http://www.urban.org/UploadedPDF/410656_NBPTSCertification.pdf.