Early Childhood Preparation Policy
The state should ensure that early childhood candidates meet appropriate academic requirements. This goal was new in 2017 and was not graded.
Early childhood education candidates wishing to teach PreK to kindergarten can meet the state's academic requirements with any of the following: have a major or its equivalent in elementary education and either a kindergarten endorsement or an early childhood education endorsement, or have a major or its equivalent in early childhood education.
Candidates wishing to teach grades one through three are not required to have a major or the equivalent in early childhood education. They are required to have an elementary education degree.
Additionally, candidates completing a major in early childhood education "must include study of child development, birth through age eight, and include special methods of teaching at the early childhood level."
North Dakota Century Code 15.1-18-01;02; 07 North Dakota Administrative Code 67.1-02-02-02
Due to North Dakota's strong policies in this area, no recommendations are provided.
North Dakota was helpful in providing NCTQ with facts necessary for this analysis.
The available research finds mixed results on whether having at least a bachelor's degree makes preschool teachers more effective. However, these conflicting results may be more indicative of the fact that current training programs that certify teachers to teach preschool (and often cover a wide span of elementary grades as well) pay too little attention to the requirements for teaching preschool. Despite the inconclusive research, the National Academies of Sciences, the National Institute for Early Education Research, and a number of other organizations support requiring at least a bachelor's degree for preschool teachers for several reasons. These reasons include that teaching preschool should be considered a career as important and complex as teaching K-12 classes, and so this role is deserving of the same educational requirements; this degree requirement would create greater consistency between the preschool and K-12 workforces; and preschool teachers would benefit from a foundation in liberal arts coursework that gives them a firm grounding in a range of content that they will teach, much like what elementary teachers need.
However, to make a training program meaningful, it needs to be narrowly targeted to the early childhood grades. As the grade span of a teaching certification broadens, training programs are less likely to provide the specific emergent literacy and oral language skills that preschool teachers need.  To support this focus and to make training for teachers more meaningful, the state should require that preschool teachers have a specialization in early childhood (rather than, for example, a bachelor's degree in K-6 teaching), or can demonstrate that they have the knowledge needed to teach early childhood.