Extended Emergency Licenses: North Carolina

2015 Exiting Ineffective Teachers Policy

Goal

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

Does not meet
Suggested Citation:
National Council on Teacher Quality. (2015). Extended Emergency Licenses: North Carolina results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NC-Extended-Emergency-Licenses-73

Analysis of North Carolina's policies

North Carolina does not require teachers to pass a subject-matter test until the end of the second year of teaching if the test is taken at least once during the first year of teaching.

The state does require that teachers receive passing scores on the Praxis II subject-matter exam to obtain the standard professional 2 license, which a teacher may obtain usually after three years of teaching.

The only exception to this testing policy is that elementary education candidates (K-6) must take the MTEL General Curriculum exam prior to licensure.

In addition, the state's Lateral Entry certificate, which is designed as an alternate route to teaching, does not require individuals to pass the Praxis II exam. Individuals may obtain this certificate with a relevant bachelor's degree and a 2.5 GPA. The certificate is valid for three years, during which time the teacher must complete coursework and pass required Praxis II tests.

Citation

Recommendations for North Carolina

Award standard licenses to teachers only after they have passed all required subject-matter licensing tests.
All students are entitled to teachers who know the subject matter they are teaching. Permitting individuals who have not yet passed state licensing tests to teach neglects the needs of students, instead extending personal consideration to adults who may not be able to meet minimal state standards. 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. As such, North Carolina should require all teachers to pass subject-matter tests prior to entering the classroom. The state's current policy puts students at risk.

State response to our analysis

North Carolina was helpful in providing NCTQ with facts necessary for this analysis.

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.