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Alternate Route Usage and Providers: New
Mexico

Expanding the Pool of Teachers Policy

Look at National Findings
Goal

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

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

Analysis of New Mexico's policies

Although it does not place restrictions on usage, New Mexico limits the providers of its alternate routes.

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

The state only permits institutions of higher education to provide alternate route programs. Alternate route providers are required to meet the same accreditation standards as traditional preparation programs.

Citation

Recommendations for New Mexico

Encourage diversity of alternate route providers.
New Mexico should specifically authorize alternate route programs run by local school districts and nonprofits, as well as institutions of higher education. A good diversity of providers helps all programs, both university- and non-university-based, to improve.

State response to our analysis

New Mexico recognized the factual accuracy of NCTQ's analysis but pointed out that the Public Education Department is working on a rigorous rulemaking process to allow district and nonprofit authorization.

Last word

NCTQ looks forward to reviewing the state's progress in future editions of the Yearbook.

    • Best practice
    • Meets goal
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    • Meets goal in part
    • Meets a small part of goal
    • Does not meet goal

  • New Mexico

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Delivering Well Prepared Teachers
Expanding the Pool of Teachers
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Retaining Effective Teachers
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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.

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