Alternate Route Usage and Providers: South
Carolina

2015 General Teacher Prep Programs Policy

Goal

The state should provide an alternate route that is free from limitations on its usage and allows a diversity of providers.

Meets in part

Analysis of South Carolina's policies

South Carolina's Program of Alternative Certification for Educators (PACE) has subject and grade restrictions. PACE candidates may not be certified in early childhood and elementary subjects or school guidance; they may be certified in all middle and secondary grade subjects as well as all K-12 arts- related areas.

Teach For America (TFA) certifies candidates in all grades levels and in biology, chemistry, math, social studies, English, Spanish and in special education.

American Board for Certification of Teacher Excellence (ABCTE) candidates are only authorized to teach biology, chemistry, English mathematics, physics and science at the middle or secondary grade levels.

PACE is a state-run program, with coursework offered by approved colleges and universities. ABCTE and Teach For America are the only other approved providers in the state.

Citation

Recommendations for South Carolina

Broaden alternate route usage.

South Carolina should reconsider grade-level and subject-area restrictions on its alternate routes. 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.

Expand the diversity of alternate route providers.

South Carolina is commended for supporting licensure through completion of the ABCTE program and Teach For America. The state should continue to consider policies that encourage additional providers, such as school districts and other nonprofit organizations, to operate programs. A good diversity of providers helps all programs, both university- and nonuniversity-based, to improve.

State response to our analysis

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

How we graded

Research rationale

Alternate routes should be structured to do more than just address shortages; they should provide an alternative pipeline for talented individuals to enter the profession.
Many states have structured their alternate routes as a streamlined means to certify teachers in shortage subjects, grades or geographic areas. While alternate routes are an important mechanism for addressing shortages, they also serve the wider-reaching and more consequential purpose of providing an alternative pathway for talented individuals to enter the profession. A true alternate route creates a new pipeline of potential teachers by certifying those with valuable knowledge and skills who did not prepare to teach as undergraduates and are disinclined to fulfill the requirements of a new degree.

Some states claim that the limitations they place on the use of their alternate routes impose quality control. However, states control who is admitted and who is licensed. With appropriate standards for admission and program accountability, quality can be safeguarded without casting alternate routes as routes of last resort or branding alternate route teachers "second-class citizens."

Alternate Route Usage and Providers: Supporting Research
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 M. Raymond, S. Fletcher, and J. Luque, July 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, J. Deke, and E. Warner, An Evaluation of Teachers Trained Through Different Routes to Certification: Final ReportFebruary 2009, U.S. Department of Education, NCEE 2009-4043; D. Boyd, P. Grossman, H. Lankford, S. Loeb, and J. Wyckoff, "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement." NBER Working Paper No. 11844, December 2005; T. Kane, J. Rockoff, and D. Staiger. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City." NBER Working Paper No.12155, April 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/CalderApril 2007, Working Paper 17; D. Boyd, P. Grossman, K. Hammerness, H. Lankford, S. Loeb, M. Ronfeldt, and J. Wyckoff, "Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City." NBER Working Paper 16017, May 2010. 

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.