Alternate Route Eligibility: New York

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: New York results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NY-Alternate-Route-Eligibility-7

Analysis of New York's policies

The admission requirements for New York's alternate routes exceed those of traditional programs but lack flexibility for nontraditional candidates.

New York offers two alternate routes: The Alternative Teacher Preparation (ATP) program-Transitional B and the Intensive Program-Transitional C. The ATP program-Transitional B requires applicants to show evidence of above-average academic performance with a minimum 3.0 GPA requirement. Transitional B candidates planning to teach at the secondary level must a have major, or 30 semester hours of coursework, in the subject they plan to teach. Elementary level candidates must have a liberal arts degree. 

Applicants with an advanced academic or professional degree may apply for the Intensive Program-Transitional C Certificate. There is no minimum GPA requirement for candidates in this route; however, applicants must complete two hours of coursework on the identification and reporting of child abuse and two hours in school violence prevention and intervention.

All applicants must pass a basic skills test and a content specialty test prior to entering the classroom. The subject-matter test cannot be used to test out of the coursework requirements.

Citation

Recommendations for New York

Offer flexibility in fulfilling coursework requirements.
New York should allow any candidate who already has the requisite knowledge and skills to demonstrate such by passing a rigorous test. Rigid coursework requirements could dissuade talented individuals who lack precisely the right courses from pursuing a career in teaching.

Consider accommodations for meeting the minimum GPA requirements.
While the state is commended for requiring applicants to provide evidence of past academic performance, New York should consider whether some accommodation in this standard might be appropriate for career changers with relevant work experience. 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.
New York'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. Passage of a basic skills test provides no assurance that the candidate has the appropriate subject-matter knowledge needed for the classroom. 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

New York reiterated that Transitional B candidates are required to successfully pass a specialty test prior to beginning the classroom residency portion of their teacher preparation program. The state asserted that this test "is more than a basic skills test. It is a test of in depth specific academic content knowledge required to successfully deliver P-12 classroom instruction in the specific academic content area."

New York also noted that in February and April of 2011, the Board of Regents discussed a proposal for a new alternate route to teacher certification, Transitional-G. This route creates an expedited pathway for subject-matter experts, specifically individuals with advanced degrees in STEM, and related teaching experience at the postsecondary level, to become certified high school teachers in mathematics, one of the sciences or a closely related academic subject area. Adoption of these regulations is anticipated in 2011.

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.