Licensure Deficiencies: Louisiana
Elementary Teacher Preparation Policy
Analysis of Louisiana's policies
Content Test Requirements: Early childhood education teachers in Louisiana, who are licensed to teach elementary grades through grade 3, are required to take the Praxis II Elementary Education: Multiple Subjects (5001) test. The test is comprised of four subtests with individual scores in math, reading and language arts, science and social studies. Candidates must pass each subtest to be eligible for licensure.
Scientifically Based Reading Instruction—Tests and Standards: As a condition of initial licensure, Louisiana does not require its early childhood candidates to pass a
reading test addressing the five instructional components of scientifically
based reading instruction: phonemic awareness, phonics, fluency, vocabulary and
comprehension. However, Louisiana's new literacy competencies require all teacher preparation programs to address the science of reading.
Informational Texts: Early childhood education teacher candidates must be prepared for the key instructional shifts related to literacy that differentiate college- and career-readiness standards from their predecessors. Early childhood education teachers in Louisiana are required to pass the revised Praxis II Elementary Education: Multiple Subjects (5001) test. The reading and language arts subtest includes some of the instructional shifts toward building content knowledge and vocabulary through careful reading of informational and literary texts associated with these standards. However, although the framework now addresses complex texts, it does so only in the context of measuring text complexity and does not address how to also incorporate increasingly complex texts into instruction.
Louisiana's new literacy competencies for early childhood programs require teachers to have extensive knowledge of complex texts and to apply this knowledge wherein "the teacher candidate selects or designs and implements lessons and unit sequences which provide opportunities for all students to read a wide range and volume of texts for various purposes (e.g., understanding, pleasure, and research) and make connections among texts based on their language, craft, topics, themes, and/or ideas. When appropriate based on age- or grade-level standards, the teacher candidate supports students in selecting texts and assessing the credibility and usability of texts for different purposes."
Literacy Skills: Louisiana's new literacy competencies that apply to all early childhood education teachers require that the teacher candidate:
- Schedules and coordinates instructional time to make content connections with science, social studies, and the arts to ensure students build a wide vocabulary and knowledge of the world.
- Selects or designs and implements lessons and unit sequences which provide opportunities for all students to read a wide range and volume of texts for various purposes (e.g., understanding, pleasure, and research) and make connections among texts based on their language, craft, topics, themes, and/or ideas.
Recommendations for Louisiana
Require all teacher candidates who teach elementary grades to pass a rigorous assessment in the science of reading instruction.
Louisiana should require a rigorous reading assessment tool to ensure that its early childhood candidates are adequately prepared in the science of reading instruction before entering the classroom. The assessment should clearly test knowledge and skills related to the science of reading and address all five instructional components of scientifically based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. If the test is combined with an assessment that also tests general pedagogy or elementary content, it should report a subscore for the science of reading specifically. Early childhood teachers who do not possess the minimum knowledge in this area should not be eligible for licensure.
Ensure that early childhood teachers are
prepared to meet the instructional requirements of college- and
career-readiness standards for students.
Incorporate literacy skills as an integral part of every subject.
To ensure that elementary students are capable of accessing varied information about the world around them, Louisiana should more specifically include literacy skills and using text to build content knowledge in all core subjects. This could be accomplished either through testing frameworks or teacher standards.
State response to our analysis
Louisiana recognized the factual accuracy of this analysis and was helpful in providing NCTQ with facts necessary for the analysis.
Updated: December 2017
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Louisiana
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Early Childhood Preparation
How we graded
2D: Elementary Licensure Deficiencies
- Adequate Content Knowledge: The state should ensure that all new elementary teacher candidates teaching under an early childhood license possess sufficient elementary content knowledge in all core subjects, including mathematics.
- Scientifically Based Reading Instruction: The state should ensure that all new elementary teacher candidates teaching under an early childhood license are required to pass a rigorous test of scientifically based reading instruction. The design of the test should ensure that prospective teachers cannot pass without knowing the five scientifically based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
- College- and Career-Readiness Standards: The state should ensure that all new elementary teachers teaching under an early childhood license are sufficiently prepared for the ways that college- and career-readiness standards affect instruction in all subject areas. Specifically,
- The state should ensure that these early childhood education teachers are prepared to incorporate informational texts of increasing complexity into instruction.
- The state should ensure that these early childhood education teachers are prepared to incorporate literacy skills as an integral part of every subject.
- The state should ensure that these early childhood education teachers are prepared to identify and support struggling readers.
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if it requires early childhood teachers to pass the same individually scored content tests as elementary teachers.
- One-quarter credit: The state will earn one-quarter of a point if it requires early childhood teachers to pass the same content tests as elementary teachers, but the content tests are not individually scored.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it requires all new early childhood teachers to pass a rigorous test of scientifically based reading instruction. The design of the test must ensure that all prospective teachers are competent in the five research-based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if its elementary teacher preparation tests or standards address the three components of college- and career-readiness standards. To earn credit, states must have at least one component "fully addressed" and two "partially addressed."
Research rationale
Early childhood teachers who teach elementary grades must be ready for the demands of the elementary classroom. Many states have early childhood licenses that include some elementary classroom grades, usually up to grade three.[1] Because teachers with this early childhood license can still teach many elementary grades, they should not be held to a lower bar for subject-matter knowledge than if they held more standard elementary licenses. Given the focus on building students' content knowledge and vocabulary in college- and career-readiness standards,[2] states would put students at risk by not holding all elementary teachers to equivalent standards.[3] That is not to say the license requirements must be identical; there are certainly different focuses in terms of child development and pedagogy. But the idea that content knowledge is only needed by upper-grade elementary teachers is clearly false.
Focus on reading instruction is especially critical for early childhood teachers. Although some states do not ensure that any elementary teachers know the science of how to teach young children to read, in the states where this is a priority, it is inexcusable to hold elementary teachers on an early childhood license to a lower standard. Research is clear that the best defense against reading failure is effective early reading instruction.[4] Therefore, if such licenses are neglecting to meet the needs of the early elementary classroom, of which learning to read is paramount, they are failing to meet one of their most fundamental purposes.
[1] National Council on Teacher Quality. (2016, June). Some assembly required: Piecing together the preparation preschool teachers need. Retrieved from http://www.nctq.org/dmsView/Preschool
[2] Student Achievement Partners. (2015). Research supporting the Common Core ELA/literacy shifts and standards. Retrieved from https://achievethecore.org/content/upload/Research%20Supporting%20the%20ELA%20Standards%20and%20Shifts%20Final.pdf
[3] Numerous research studies have established the strong relationship between teachers' vocabulary (a proxy for being broadly educated) and student achievement. For example: Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.; See also: Whitehurst, G. J. (2002, March). Scientifically based research on teacher quality: Research on teacher preparation and professional development. In White House Conference on Preparing Tomorrow's Teacher.; Ehrenberg, R. G., & Brewer, D. J. (1995). Did teachers' verbal ability and race matter in the 1960s? Coleman revisited. Economics of Education Review, 14(1), 1-21.; Research also connects individual content knowledge with increased reading comprehension, making the capacity of the teacher to infuse all instruction with content of particular importance for student achievement.; Willingham, D. T. (2006). How knowledge helps: It speeds and strengthens reading comprehension, learning, and thinking. American Educator, 30(1), 30. Retrieved from https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps
[4] Torgesen, J.K. (November 2005). Preventing reading disabilities in young children: Requirements at the classroom and school level. Presented at the Western North Carolina LD/ADD Symposium.; Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what elementary teachers aren't learning. National Council on Teacher Quality. Retrieved from http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf