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Alternate Route Usage and Providers: Indiana

Expanding the Pool of Teachers Policy

Look at National Findings
Goal

The state should provide an alternate route that is free from regulatory obstacles that limit its usage and providers.

Meets goal in part
Suggested Citation:
National Council on Teacher Quality. (2011). Alternate Route Usage and Providers: Indiana results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/IN-Alternate-Route-Usage-and-Providers-7

Analysis of Indiana's policies

Although it does not place restrictions on usage, Indiana limits the providers of its alternate routes.

Indiana is commended for having no restrictions on the usage of its alternate routes with regard to subject, grade or geographic areas.

Colleges and universities are the only approved providers of alternate route programs. Further, coursework requirements are set out only in credit hours, effectively precluding non-higher education providers.

Citation

Recommendations for Indiana

Encourage diversity of alternate route providers.
Indiana should specifically authorize alternate route programs run by local school districts and nonprofits, as well as institutions of higher education. A good diversity of providers helps all programs, both university- and non-university-based, to improve.

State response to our analysis

Indiana recognized the factual accuracy of NCTQ's analysis but noted that it plans to address the course hour requirements in a coming revision of teacher licensure regulations. "It was just an oversight that it [a provision for course hours vs. other ways to demonstrate subject matter proficiency] was not addressed in the current version of the regulations." Indiana added that alternate providers are permitted, but unfortunately have not yet had any seek approval.   

Last word

Beyond just removing course hour requirements, the state should consider specifying clearly and directly that non-IHE providers are permitted.

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

  • Indiana

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Delivering Well Prepared Teachers
Expanding the Pool of Teachers
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Research rationale

From a teacher quality perspective—and supporting NCTQ's contention for broad-based, respectable, and widely-offered programs—there exists substantial research demonstrating the need for states to adopt alternate certification programs. Independent research on candidates who earned certification through the alternate-route Teach For America (conducted by Kane, Parsons and Associates) and the American Board for Certification of Teacher Excellence (conducted by Mathematica Policy Research, Inc. and ABCTE) programs has found that alternate route teachers are often as effective, and, in many cases, more effective, than traditionally-prepared teachers.  See also Raymond, M., Fletcher, S., & Luque, J. (2001). Teach for America: An evaluation of teacher differences and student outcomes in Houston, Texas. Stanford, CA: The Hoover Institution, Center for Research on Education Outcomes.

Specifically, evidence of the effectiveness of candidates in respectable and selective alternate certification requirements can be found in 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). 

A number of studies have also found alternative-certification programs such as Teach for America to produce teachers that were more effective at improving student achievement than other teachers with similar levels of experience.  See 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).  

For evidence that alternate route programs offered by institutions of higher education are often virtually identical to traditional programs, see Alternative Certification Isn't Alternative (NCTQ, 2007) at: http://www.nctq.org/p/publications/docs/Alternative_Certification_Isnt_Alternative_20071124023109.pdf.

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