Licensure Reciprocity: Idaho

Expanding the Pool of Teachers Policy

Goal

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

Nearly meets goal
Suggested Citation:
National Council on Teacher Quality. (2011). Licensure Reciprocity: Idaho results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/ID-Licensure-Reciprocity-7

Analysis of Idaho's policies

Idaho could do more to support licensure reciprocity for certified teachers from other states.

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

However, other aspects of the state's policy may create obstacles for teachers from other states seeking licensure in Idaho. Teachers with comparable out-of-state certificates are eligible for Idaho's professional certificate. There is no state-mandated recency requirement, but transcripts are required for all applicants. It is not clear whether the state analyzes these transcripts to determine whether a teacher was prepared through a traditional or alternate route or whether additional coursework will be required.

Idaho 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 Idaho

Accord the same license to out-of-state alternate route teachers as would be accorded to traditionally prepared teachers.
Idaho should consider discontinuing its requirement for the submission of transcripts. Transcript analysis is likely to result in additional coursework requirements, even for traditionally prepared teachers; alternate route teachers, on the other hand, may have to virtually begin anew, repeating some, most or all of a teacher preparation program in Idaho. Regardless of whether a teacher was prepared through a traditional or alternate route, all certified out-of-state teachers should receive equal treatment.

State response to our analysis

Idaho recognized the factual accuracy of this analysis.

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).