Program Reporting Requirements: South
Carolina
Teacher Preparation Policy
Analysis of South Carolina's policies
Minimum Standards of Performance: South Carolina does not require programs to collect meaningful data, and therefore does not set minimum standards of performance for these data.
Program Accountability: Although South Carolina does not set minimum standards of performance, the state does delineate
consequences, including revoking accreditation. South Carolina has accreditation ratings based on the extent to which programs meet the state's standards. The ratings range from "accreditation for seven years" if all standards are met, to "revoke accreditation" for programs where "one or more standards are not met and the preponderance of evidence indicates problems across multiple standards by an institution seeking to continue accreditation." However, the standards on which accountability outcomes are based are not
necessarily performance-based criteria with clearly stated minimum
thresholds.
State Report Cards: South Carolina does not produce and publish an annual report card that shows all the data the state collects on individual teacher preparation programs.
Program Approval Process: South Carolina maintains full authority over teacher preparation program approval. Although the state requires that programs be nationally accredited, and meet state standards in order to receive approval, "statutory authority to determine accreditation decisions for and impose sanctions against teacher education programs is granted to the State Board of Education."
Recommendations for South Carolina
Establish the minimum standards of performance for each category of data.
South Carolina should establish precise minimum standards for teacher preparation program performance for each category of data it collects to help clarify expectations regarding program quality.
Ensure program accountability decisions are based on minimum standards of performance.
While South Carolina has the structure of a program accountability system,
including follow-up actions for programs failing to meet standards, it
has not set minimum standards it can use to implement this
accountability process. As South Carolina further develops its accountability
system, it should ensure that the system is sufficient to differentiate
performance among programs, including alternate route programs, and that
it is clear at what point a program's approval will be revoked. For
programs exceeding minimum standards, South Carolina should consider finding
effective ways to disseminate best practices.
Publish an annual report card on the state's website.
South Carolina should populate its program fact sheet website with information that clearly displays program-level data the state collects on individual teacher preparation programs. Data should be presented in a manner that transparently conveys whether programs have met performance standards.
State response to our analysis
South Carolina did not respond to NCTQ's request to review this analysis for accuracy.
Updated: March 2021
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Teacher Preparation
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How we graded
1D: Program Reporting Requirements
- Minimum Standards: The state should establish a minimum standard of performance for each category of data that is collected.
- Articulated Consequences for Failure to Meet Minimum Standards: The state should have articulated consequences for programs failing to meet minimum standards of performance or other program review criteria and should require specific steps to develop a remediation plan. Program accountability should include the possibility of the loss of program approval.
- Annual Reporting: The state should publish an annual report card that provides data collected for each individual teacher preparation program as part of the program approval process or the report card provides data that indicates the quality of preparation provided by an institution or program (e.g. licensure pass rates, teaching effectiveness of program graduates, employer satisfaction survey data).
- Approval Authority: The state should retain full authority over its process approving teacher preparation programs and should not grant any approval authority to accrediting bodies.
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 minimum standards of performance are set for each category of data the teacher preparation programs are required to report.
Articulated Consequences for Failure to Meet Minimum Standards
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 holds teacher preparation programs accountable, and clearly articulates the consequences for failing to meet the minimum standards, which may include loss of program approval.
Annual Reporting
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 publishes data collected as part of the state's program approval process of individual teacher preparation programs on an annual basis or, the state will earn one-quarter of a point if it publishes data that indicates the quality of preparation provided by an institution or program (e.g. licensure pass rates, teaching effectiveness of program graduates, employer satisfaction survey data) on an annual basis.
Approval Authority
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 retains full authority over the process for approving teacher preparation programs.
Research rationale
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs.[1] Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.[2]
States have made great strides in building data systems with the capacity to provide evidence of teacher performance.[3] These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.[4]
National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen.[5] Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.[6]
[1] For general information about teacher preparation program approval see Rotherham, A. J., & Mead, S. (2004). Back to the future: The history and politics of state teacher licensure and certification. In F. Hess, A. J. Rotherham, & K. Walsh (Eds.), A qualified teacher in every classroom (11-47). Cambridge, MA: Harvard Education Press. Retrieved from https://www.nctq.org/nctq/research/1109818629821.pdf
[2] For additional discussion and research of how teacher education programs can add value to their teachers, see National Council on Teacher Quality. (2017). Teacher Prep Review. Retrieved from http://www.nctq.org/teacherPrep/2016/home.do
[3] Walsh, K., & Jacobs, S. (2007). Alternative certification isn't alternative. Thomas B. Fordham Institute. Retrieved from
http://files.eric.ed.gov/fulltext/ED498382.pdf
[4] For additional research on the status of teacher quality and the strengths and weaknesses of accreditation programs and policies in the U.S., see: U.S. Department of Education, Office of Postsecondary Education. (2010). The secretary's seventh annual report on teacher quality: A highly qualified teacher in every classroom. Retrieved from https://www2.ed.gov/about/reports/annual/teachprep/t2r7.pdf
[5] For a discussion of the lack of evidence that national accreditation status enhances teacher preparation programs' effectiveness, see: Ballou, D., & Podgursky, M. (1999, July). Teacher training and licensure: A layman's guide. Marci Kanstoroom and Chester E. Finn., Jr. (eds.), In Better teachers, better schools (pp. 45-47). Washington, DC: Thomas B. Fordham Foundation. Retrieved from http://www.edexcellence.net/sites/default/files/publication/pdfs/btrtchrs_10.pdf; Greenberg, J., & Walsh, K. (2008, June). No common denominator: The preparation of elementary teachers in mathematics by America's education schools. Washington, DC: National Council on Teacher Quality. Retrieved from http://www.nctq.org/dmsView/No_Common_Denominator_NCTQ_Report; Walsh, K., Glaser, D., & Wilcox, D. (2006, May). What education schools aren't teaching about reading and what elementary teachers aren't learning. Washington, DC: National Council on Teacher Quality. Retrieved from http://www.nctq.org/dmsView/What_Ed_Schools_Arent_Teaching_About_Reading_NCTQ_Report
[6] See Walsh, K., Joseph, N., & Lewis, A. (2016, November). Within our grasp: Achieving higher admissions standards in teacher prep. 2016 State Teacher Policy Yearbook Report Series. Retrieved from http://www.nctq.org/dmsView/Admissions_Yearbook_Report