Alternate Route Usage and Providers: Oklahoma

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: Oklahoma results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/OK-Alternate-Route-Usage-and-Providers-7

Analysis of Oklahoma's policies

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

Oklahoma's alternate routes can only be used for certification to teach in secondary subjects, grades 6-12, or PK-12 certification in art, dance, English as a Second Language, foreign language, music, physical education/health, library media specialist, speech/drama/debate, counselor or reading specialist.

The state does allow a diversity of providers, including Teach For America and the American Board for the Certification of Teacher Excellence, and outlines course requirements in both credit hours and clock hours.

Recommendations for Oklahoma

Broaden alternate route usage.
Oklahoma should reconsider grade-level and subject-area restrictions on its alternate route. Alternate routes should not be programs of last resort for hard-to-staff subjects, grade levels or geographic areas but rather a way to expand the teacher pipeline throughout the state.

State response to our analysis

Oklahoma recognized the factual accuracy of this analysis.

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Delivering Well Prepared Teachers

Expanding the Pool of Teachers

Identifying Effective Teachers

Retaining Effective Teachers

Exiting Ineffective Teachers

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.

State Teacher Policy