Licensure Reciprocity: Nebraska

2015 General Teacher Prep Programs Policy

Goal

The state should help to make licenses fully portable among states for effective teachers, with appropriate safeguards.

Meets in part

Analysis of Nebraska's policies

Teachers with comparable out-of-state certificates are eligible for Nebraska's standard certificate. The state does not require evidence of effective teaching during previous employment in its reciprocity policy.

Nebraska requires out-of-state teachers to meet its testing standards. Out-of-state teachers may submit content test results from another state if they meet Nebraska's required score on the test. 

Applicants are required to have, within the five years prior to application, two consecutive years of experience. According to Nebraska, in general, it does not recognize certificates or endorsements that have been granted by testing only and/or through alternate preparation programs. 

Nebraska also requires human relations and special education training, which can either be satisfied with coursework or employment experience.


Citation

Recommendations for Nebraska

Require evidence of effective teaching when determining eligibility for full certification.
To facilitate the movement of effective teachers between states, Nebraska should require that evidence of teacher effectiveness, as determined by an evaluation that includes objective measures of student growth, be considered for all out-of-state candidates. Such evidence should indeed be a factor for candidates who come from states that make student growth an important factor of a teacher evaluation (see "Evaluation of Effectiveness" analysis and recommendations).

Offer a standard license to certified out-of-state teachers, absent unnecessary requirements. 
Nebraska should reconsider its recency requirement regarding experience, as it may deter talented teachers from applying for certification. 

Accord the same license to out-of-state alternate route teachers as would be accorded to traditionally prepared teachers. 
Regardless of whether a teacher was prepared through a traditional or alternate route, all certified out-of-state teachers should receive equal treatment. State policies that discriminate against teachers who were prepared in an alternate route are not supported by evidence. In fact, a substantial body of research has failed to discern differences in effectiveness between alternate and traditional route teachers.


State response to our analysis

Nebraska was helpful in providing NCTQ with the facts necessary for this analysis. The state added it does not require an individual to move from an initial certificate to a standard certificate as a condition of continuing employment or other advancement. It is not a "lesser than" license. The standard certificate is the next level and generally indicates experience and/or continuing professional study at the discretion of the teacher.

How we graded

Research rationale

Evidence of effectiveness is far more important than transcript review.
In an attempt to ensure that teachers have the appropriate professional and subject-matter knowledge base when granting certification, states often review a teacher's college transcript, no matter how many years earlier a bachelor's degree was earned. A state certification specialist reviews the college transcript, looking for course titles that appear to match state requirements. If the right matches are not found, a teacher may be required to complete additional coursework before receiving standard licensure. This practice holds true even for experienced teachers who are trying to transfer from another state, regardless of experience or success level. The application of these often complex state rules results in unnecessary obstacles to hiring talented and experienced teachers. Little evidence indicates that reviewing a person's undergraduate coursework improves the quality of the teaching force or ensures that teachers have adequate knowledge.

New evaluation systems coming on line across the country which prioritize effectiveness and evidence of student learning offer an opportunity to bypass counterproductive efforts like transcript review and get to the heart of the matter:  is the out of state teacher seeking licensure in a new state an effective teacher? 

Testing requirements should be upheld, not waived.
While many states impose burdensome coursework requirements, they often fail to impose minimum standards on licensure tests. Instead, they offer waivers to veteran teachers transferring from other states, thereby failing to impose minimal standards of professional and subject-matter knowledge. In upholding licensure standards for out-of-state teachers, the state should be flexible in its processes but vigilant in its verification of adequate knowledge. Too many states have policies and practices that reverse these priorities, focusing diligently on comparison of transcripts to state documents while demonstrating little oversight of teachers' knowledge. If a state can verify that a teacher has taught successfully and has the required subject-matter and professional knowledge, its only concern should be ensuring that the teacher is familiar with the state's student learning standards.

States licensing out-of-state teachers should not differentiate between experienced teachers prepared in alternate routes and those prepared in traditional programs.
It is understandable that states are wary of accepting alternate route teachers from other states, since programs vary widely in quality. However, the same wide variety in quality can be found in traditional programs. If a teacher comes from another state with a standard license and can pass the state's licensure tests, whether the preparation was traditional or alternative should be irrelevant.

Licensure Reciprocity: Supporting Research
Many professions have gone further than teaching in encouraging interstate mobility. The requirements for attorneys, for example, are complicated, but often offer certain kinds of flexibility, such as allowing them to answer a small set of additional questions. See the Comprehensive Guide to Bar Admissions Requirements 2014, published by the National Conference of Bar Examiners and the American Bar Association, available at https://www.ncbex.org/assets/media_files/Comp-Guide/CompGuide.pdf.

On the similarity in effectiveness between graduates of traditional and alternative programs, see 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 Report. February 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. G. Henry, C. Thompson, K. Bastian, C. Fortner, D. Kershaw, K. Purtell, R. Zulli, A. Mabe, and A. Chapman, "Impacts of Teacher Preparation on Student Test Scores in North Carolina: Teacher Portals". The University of North Carolina at Chapel Hill, Carolina Institute for Public Policy, 2010, 34p. Z. Xu, J. Hannaway, and C. Taylor, "Making a Difference?  The Effects of Teach for America in High School." The Urban Institute/Calder, Working Paper 17, April 2007.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 No.16017, May 2010; as well as "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," by D. Boyd, P. Grossman, H. Lankford, S. Loeb, and J. Wyckoff, NBER Working Paper No.11844, December 2005; and "The Effects of Teach For America on Students: Findings from a National Evaluation," by P. Decker, D. Mayer, and S. Glazerman, Mathematica Policy Research Inc., 2004.