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Licensure Reciprocity: Alabama

Expanding the Pool of Teachers Policy

Look at National Findings
Goal

The state should help to make licenses fully portable among states, with appropriate safeguards.

Best Practice
Suggested Citation:
National Council on Teacher Quality. (2011). Licensure Reciprocity: Alabama results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/AL-Licensure-Reciprocity-7

Analysis of Alabama's policies

Alabama appropriately supports licensure reciprocity by only requiring certified teachers from other states to meet Alabama's own testing requirements.

Commendably, Alabama does not grant any waivers of its testing requirements to out-of-state teachers. All out-of-state teachers, no matter how many years of experience they have, must meet Alabama's passing scores on licensing tests.

Alabama also offers its standard license to out-of-state certified teachers, without specifying any additional coursework requirements or relying on transcript analysis or recency requirements to determine eligibility.

Alabama is also a participant in the NASDTEC Interstate Agreement; however, the latest iteration of this agreement no longer purports to be a reciprocity agreement among states and thus is no longer included in this analysis.

Citation

Recommendations for Alabama

State response to our analysis

Alabama recognized the factual accuracy of this analysis.

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

  • Alabama

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Delivering Well Prepared Teachers
Expanding the Pool of Teachers
Identifying Effective Teachers
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale

Many professions have gone further than teaching in encouraging interstate mobility. The requirements for attorneys, for example, are complicated, but often offer certain kinds of flexibility, such as allowing them to answer a small set of additional questions. See the Comprehensive Guide to Bar Admissions Requirements 2007, published by the National Conference of Bar Examiners and the American Bar Association, available at:
http://www.ncbex.org/ .

On the similarity in effectiveness between graduates of traditional and alternative programs, see  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), G. Henry and C. Thompson, "Impacts of Teacher Preparation on Student Test Scores in North Carolina." Teacher Portals. University of North Carolina (2010). 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); as well as "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," by Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff, National Bureau of Economic Research, December 2005; and "The Effects of Teach For America on Students: Findings from a National Evaluation," (Mathematica Policy Research Inc., 2004).

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