Delivering Well Prepared Teachers Policy
The state's approval process for teacher preparation programs should hold programs accountable for the quality of the teachers they produce.
South Carolina's approval process for its traditional and alternate route teacher preparation programs does not hold programs accountable for the quality of the teachers they produce.
Most importantly, South Carolina does not collect or report data that connect student achievement gains to teacher preparation programs.
The state does rely on some other objective, meaningful data to measure the performance of its traditional teacher preparation programs. The state collects results from new teacher performance evaluations (ADEPT); consolidates them by institution; and then uses the information to affect decisions on the creation, continuation and elimination of programs. South Carolina requires at least a 95 percent pass rate for its ADEPT evaluation results. However, these data are not collected for the state's alternate route program.
South Carolina also collects programs' annual summary licensure test pass rates (80 percent of program completers must pass their licensure exams). Regrettably, the 80 percent pass-rate standard, while common among many states, sets the bar quite low and is not a meaningful measure of program performance.
Finally, the state posts "Fact Sheets" on its website that include Praxis II and ADEPT pass rates for each institution.
In South Carolina, national accreditation is required for program approval.
Standards, Policies and Procedures for Educator Preparation Units http://ed.sc.gov/agency/se/Educator-Certification-Recruitment-and-Preparation/Ed-Prep/documents/Standards_Policies_Procedures_Board_Approved.pdf Fact Sheets http://ed.sc.gov/agency/act/se/ep/factsheets.cfm www.ncate.org
Collect data that connect student achievement gains to teacher preparation programs.
As one way to measure whether programs are producing effective classroom teachers, South Carolina should consider the academic achievement gains of students taught by programs' graduates, averaged over the first three years of teaching. Data that are aggregated to the institution (e.g., combining elementary and secondary programs) rather than disaggregated to the specific preparation program are not useful for accountability purposes. Such aggregation can mask significant differences in performance among programs.
Gather other meaningful data that reflect program performance.
Although measures of student growth are an important indicator of program effectiveness, they cannot be the sole measure of program quality for several reasons, including the fact that many programs may have graduates whose students do not take standardized tests. The accountability system must therefore include other objective measures that show how well all programs are preparing teachers for the classroom. South Carolina should expand its requirements to its alternate routes and also include such measures as:
1. Satisfaction ratings by school principals and teacher supervisors of programs' student teachers, using a standardized form to permit program comparison;
2. Average raw scores of teacher candidates on licensing tests, including academic proficiency, subject matter and professional knowledge tests;
3. Number of times, on average, it takes teacher candidates to pass licensing tests; and
4. Five-year retention rates of graduates in the teaching profession.
Establish the minimum standard of performance for each category of data.
South Carolina should be mindful of setting rigorous standards for program performance, as its current requirement that 80 percent of program graduates pass the state's licensing tests is too low a bar. Programs should be held accountable for meeting rigorous standards, and there should be consequences for failing to do so, including loss of program approval.
Maintain full authority over teacher preparation program approval.
South Carolina should not cede its authority and must ensure that it is the state that considers the evidence of program performance and makes the decision about whether programs should continue to be authorized to prepare teachers.
South Carolina recognized the factual accuracy of this analysis. The state added that it has a set of sensitive indicators for the designations of "at risk" and "low performing" for annual Title II reporting and asserted that it is one of the few states that consistently defines units as being "at risk." This designation triggers technical assistance from the state as well as considerable attention among faculty and administrators of the IHEs who receive the designation. Much useful consultation, planning and follow-up work occur once these designations are declared.
States need to hold programs accountable for the quality of their graduates.
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs. Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.
States have made great strides in building data systems with the capacity to provide evidence of teacher performance. These same data can be used to provide objective evidence of the performance of teacher preparation programs. States should make such data, as well as other objective measures that go beyond licensure pass rates, a central component of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.
Teacher Preparation Program Accountability: Supporting Research
For discussion of teacher preparation program approval see Andrew Rotherham and S. Mead's chapter "Back to the Future: The History and Politics of State Teacher Licensure and Certification." in A Qualified Teacher in Every Classroom. (Harvard Education Press, 2004).
For evidence of how weak state efforts to hold teacher preparation programs accountable are, see data on programs identified as low-performing in the U.S. Department of Education,The Secretary's Seventh Annual Report on Teacher Quality 2010 at: http://www2.ed.gov/about/reports/annual/teachprep/t2r7.pdf.
For additional discussion and research of how teacher education programs can add value to their teachers, see NCTQ's, Teacher Prep Review, available at http://www.nctq.org/p/edschools.
For a discussion of the lack of evidence that national accreditation status enhances teacher preparation programs' effectiveness, see D. Ballou and M. Podgursky, "Teacher Training and Licensure: A Layman's Guide," in Better Teachers, Better Schools, eds. Marci Kanstoroom and Chester E. Finn., Jr., (Washington, D.C.: Thomas B. Fordham Foundation, 1999), pp. 45-47. See also No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools (NCTQ, 2008) and What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning (NCTQ, 2006).
See NCTQ, Alternative Certification Isn't Alternative (2007) regarding the dearth of accountability data states require of alternate route programs.