Alternate Route Usage and Providers: Florida

Expanding the Pool of Teachers Policy

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Goal

The state should provide an alternate route that is free from regulatory obstacles that limit its usage and providers.

Meets goal

Suggested Citation:
National Council on Teacher Quality. (2011). Alternate Route Usage and Providers: Florida results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/FL-Alternate-Route-Usage-and-Providers-7

Analysis of Florida's policies

Florida does not limit the usage or providers of its alternate routes.

Florida is commended for having no restrictions on the usage of its alternate routes with regard to subject, grade or geographic areas.

All Florida school districts are required to offer an alternate route program. These programs are prohibited from requiring college coursework. Private providers, like the American Board for the Certification of Teacher Excellence (ABCTE), are also permitted. In addition, Florida offers Educator Preparation Institutes that are created by a postsecondary institution and approved by the Department of Education to offer alternative certification programs.

The state is commended for structuring its programs to allow a diversity of providers. A good diversity of providers helps all programs, both university- and non-university-based, to improve.

Recommendations for Florida

State response to our analysis

Florida recognized the factual accuracy of this analysis.

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Research rationale

From a teacher quality perspective—and supporting NCTQ's contention for broad-based, respectable, and widely-offered programs—there exists substantial research demonstrating the need for states to adopt alternate certification programs. Independent research on candidates who earned certification through the alternate-route Teach For America (conducted by Kane, Parsons and Associates) and the American Board for Certification of Teacher Excellence (conducted by Mathematica Policy Research, Inc. and ABCTE) programs has found that alternate route teachers are often as effective, and, in many cases, more effective, than traditionally-prepared teachers. See also Raymond, M., Fletcher, S., & Luque, J. (2001). Teach for America: An evaluation of teacher differences and student outcomes in Houston, Texas. Stanford, CA: The Hoover Institution, Center for Research on Education Outcomes.

Specifically, evidence of the effectiveness of candidates in respectable and selective alternate certification requirements can be found in J. Constantine, D. Player, T. Silva, K. Hallgren, M. Grider, and J. Deke, An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report. National Center for Education Evaluation and Regional Assistance, Institute of Education Services, U.S. Department of Education (2009), D. Boyd, et al. "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement." Education Finance and Policy, (2006). T. Kane, J. Rockoff, and D. Staiger. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City." National Bureau of Economic Research. (2006).

A number of studies have also found alternative-certification programs such as Teach for America to produce teachers that were more effective at improving student achievement than other teachers with similar levels of experience. See Z. Xu, J. Hannaway and C. Taylor, "Making a Difference? The Effects of Teach for America in High School." The Urban Institute/Calder. (2009); D. Boyd et al "Recruiting Effective Math Teachers, How Do Math Immersion Teachers Compare? Evidence from New York City." Calder Institute (2009).

For evidence that alternate route programs offered by institutions of higher education are often virtually identical to traditional programs, see Alternative Certification Isn't Alternative (NCTQ, 2007) at: http://www.nctq.org/p/publications/docs/Alternative_Certification_Isnt_Alternative_20071124023109.pdf.

State Teacher Policy