Extended Emergency Licenses

2015 Exiting Ineffective Teachers Policy

2015 Goals for Extended Emergency Licenses

The state should close loopholes that allow teachers who have not met licensure requirements to continue teaching.

Best practices

Mississippi, New Jersey and Rhode Island require new teachers to pass all required subject-matter tests as a condition of initial licensure.


Best practice 3

States

Meets goal 4

States

Nearly meets goal 17

States

Meets goal in part 4

States

Meets a small part of goal 2

States

Does not meet goal 20

States

Progress on this goal since 2013

  • Improved
  • Stayed the same
  • Regressed

How long do states permit new teachers to teach under emergency or provisional licenses without passing licensing tests?

2015
2013
Add previous year
Figure details

No deferral : ID, MS, NJ, NM, NV, NY, RI, SC, WV

Up to 1 year: AL, AR, CT, DC, FL, GA, IA, IL, KS, KY, MA, ND, NE, OH, OK, TX, UT, WY

Up to 2 years: CA, CO, MD, SD, VT, WA

3 years or more (or unspecified): AK, AZ, DE, HI, IN, LA, ME, MI, MN, MO, MT, NC, NH, OR, PA, TN, VA, WI

Do states mitigate risk associated with emergency or provisional licenses?

2015
2013
Add previous year
Figure details

Yes. State maintains no emergency or provisional licenses.: AK, ID, MS, MT, NJ, NM, NV, NY, RI, SC, TN, WV

Partially. State maintains nonrenewable emergency or provisional licenses.: AL, AR, CA, CT, DC, DE, FL, GA, IA, IL, KS, KY, MA, NC, ND, NE, NH, OH, OK, UT, VA, VT, WA, WY

No. State maintains renewable emergency or provisional licenses.: AZ, CO, HI, IN, LA, MD, ME, MI, MN, MO, OR, PA, SD, TX, WI

How we graded

Research rationale

Teachers who have not passed licensing subject-matter tests place students at risk.
While states may need a regulatory basis for filling classroom positions with a few people who do not hold full teaching credentials, many of the regulations permitting this put the instructional needs of children at risk, often year after year. For example, schools can make liberal use of provisional certificates or waivers provided by the state if they fill classroom positions with instructors who have completed a teacher preparation program but have not passed their state licensing tests. These allowances are permitted for up to three years in some states. The unfortunate consequence is that students' needs are neglected in an effort to extend personal consideration to adults who cannot meet minimal state standards.

While some flexibility may be necessary because licensing tests are not always administered with the needed frequency, the availability of provisional certificates and waivers year after year signals that even the state does not put much value on its licensing standards or what they represent. States accordingly need to ensure that all persons given full charge of children's learning are required to pass the relevant licensing tests in their first year of teaching, ideally before they enter the classroom. Licensing tests are an important minimum benchmark in the profession, and states that allow teachers to postpone passing these tests are abandoning one of the basic responsibilities of licensure.

Extended Emergency Licenses: Supporting Research
Research has shown that "the difference in student performance in a single academic year from having a good as opposed to a bad teacher can be more than one full year of standardized achievement." See E. Hanushek, "The Trade-Off between Child Quantity and Quality," The Journal of Political Economy, Volume 100, No. 1, February 1992, pp. 84-117. Hanushek has also found that highly effective teachers can improve future student earnings by more than $400,000, assuming a class of 20.  "The Economic Value of Higher Teacher Quality", National Bureau of Economic Research, Working Paper 16606, December 2010.