Licensure Requirements: Alaska

Elementary Teacher Preparation Policy


The state should ensure that new teachers who are licensed to teach elementary grades under an early childhood license demonstrate sufficient content knowledge in all core subjects and know the science of reading instruction. This goal has been revised since 2017.

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Suggested Citation:
National Council on Teacher Quality. (2020). Licensure Requirements: Alaska results. State Teacher Policy Database. [Data set].
Retrieved from:

Analysis of Alaska's policies

Alaska does not offer a stand-alone early childhood certification that includes elementary grades.

Recommendations for Alaska

No recommendations are provided for this goal.

State response to our analysis

Alaska recognized the factual accuracy of this analysis.

Updated: February 2020

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
[2] Student Achievement Partners. (2015). Research supporting the Common Core ELA/literacy shifts and standards. Retrieved from
[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
[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