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Teaching QualityHighly Qualified TeachersWhat States Are Doing (Additional Resources)
 
  TEACHING QUALITY
 HIGHLY QUALIFIED TEACHERS
 
 What States Are Doing
 Selected Research & Readings
 




State Testing and Assessment Requirements for Initial and Continuing General Education Teachers MS Word PDF - There are multiple requirements for teachers to become and remain certified and/or licensed to teach, including different types of tests and assessments. Passing one or more exams is a common requirement for initial teacher licensure. Assessment requirements vary across states from the type of tests administered to the required passing score(s). This ECS StateNote reports on the types of assessments each state requires for initial and continuing teacher certification and licensure only, and is not intended to advocate for the use of teacher assessments in determining teacher quality. (Angela Baber, Education Commission of the States, January 2008)...

NCLB Highly Qualified Teacher and Paraprofessional Database - Recently states have been, and are currently, revising plans to have highly qualified teachers in every classroom. Many changes have been made to states' HQT and HOUSSE definitions and policies as a consequence of these revisions. ECS is tracking these changes as information is made available by states in an attempt to keep this database as current as possible. This database contains research on state Highly Qualified Teacher (HQT) definitions; High, Objective, Uniform State Standards of Evaluation (HOUSSE) options; Title I paraprofessional requirements and much more. (Education Commission of the States, September 2006)...

NCLB Highly Qualified Teacher and Paraprofessional Database: HQT Tool - Over the last few months states have been, and are currently, revising plans to have highly qualified teachers in every classroom. The HQT tool assists states in the revision process by streamlining access to the nine accepted state plans and providing reviewer comments. The plans can be accessed in two ways: (1) by state – this option reports the entire state plan and reviewer comments for each state selected; and (2) by requirement – this option reports on each requirement allowing the user compare text and reviewer comments on specified requirements across selected states. In addition, peer review decisions for all states have been gathered and are available in multiple report formats. (Education Commission of the States, September 2006)...

Paraprofessional Database Research Navigator MS Word PDF - No Child Left Behind outlined a set of federal standards for paraprofessionals with classroom instructional duties in the nation’s highest-poverty schools. All 50 states are working toward meeting – and some states are even exceeding – the federal qualification requirements for paraprofessionals. This issue brief presents research from each of the 50 states regarding paraprofessional certification and qualification requirements, professional development for paraprofessionals and percentages of paraprofessionals who are considered highly qualified. (Angela Baber, Education Commission of the States, September 2005)...

Professional Development for Paraprofessionals Across the States MS Word PDF - Professional development has come to the forefront of the paraprofessional occupation with new requirements and timelines for “highly qualified” status under No Child Left Behind. In addition to passing a formal evaluation of knowledge, the requirements for higher education have created the opportunity for states to establish partnerships with higher education communities, set up multi-tiered certification, use online education systems and develop methods for paraprofessionals to reach full teaching licensure. These trends in professional development are highlighted in the this paper. (Kelsey Campbell, Education Commission of the States, August 2005)...

Initial Findings and Major Questions About HOUSSE MS Word - The “high objective uniform state standard of evaluation,” or HOUSSE, is a key component to the definition of a highly qualified teacher. It is a system through which existing teachers can demonstrate knowledge of their subject area without necessarily having to undertake further training or take a test. This policy brief summarizes initial findings and trends from ECS' state policy HOUSSE database. (Jennifer Azordegan, Education Commission of the States, January 2004) ...

2009 State Teacher Policy Yearbook - The National Council on Teacher Quality's third annual review of state laws, rules and regulations is a comprehensive analysis of the full range of each state's teacher policies, measured against a realistic blueprint for reform. The online Yearbook provides a road map to the Race to the Top, addressing key policy areas such as teacher preparation, evaluation, alternative certification and compensation. After viewing the findings, it is clear that states have a great deal of work to do in order to ensure that every child has an effective teacher. The Yearbook has been customized so that each state has its own report, with its own analyses and data. Users can download any of our 51 state reports. (National Council on Teacher Quality, 2009)...

Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States - Since 2001–02, the work of public school teachers and administrators in the United States has been shaped by the standards-based accountability provisions of NCLB. This paper presents descriptive information regarding the implementation of NCLB in three states — California, Georgia and Pennsylvania — in 2003–04 and 2004–05. Also available is a 10-page summary. (Laura Hamilton, Brian Stecher, Julie Marsh, Jennifer Sloan McCombs, Abby Robyn, Jennifer Lin Russell, Scott Naftel and Heathery Barney, RAND, 2007) ...

No Child Left Behind Act: Improved Accessibility to Education's Information Could Help States Further Implement Teacher Qualification Requirements - NCLB requires that by the end of the 2005-06 school year, teachers of core academic subjects must meet certain requirements and be declared "highly qualified." In light of the approaching deadline, this report examines: (1) the status of state efforts to meet NCLB's teacher qualification requirements, (2) the use of Title II funds in selected districts, and (3) how the U.S. Department of Education monitors states and assists them with implementation of the requirements. The report recommends that the secretary of education explore ways to make the Web-based information on teacher qualification requirements more accessible to users of its Web site. Also available online are report highlights. (Government Accountability Office, November 2005)...

Two Reports on Teacher Quality in Illinois - The Distribution of Teacher Quality in Illinois examines the distribution of all 140,000 teachers in 2002-03 among Illinois’ public schools using five teacher attributes that have been shown in previous research to be related to student performance. The authors create a composite measure of teacher quality that they term the Teacher Quality Index (TQI) to combine these teacher-quality characteristics into a standardized index. The report then uses a school’s TQI as an indicator of average teacher quality at the school. A second report – Examining the Distribution and Impact of Teacher Quality in Illinois – continues the authors' exploration of the TQI, its distribution, and its relationship to student performance outcomes. (Karen J. DeAngelis, Jennifer B. Presley, Bradford R. White and Yuqin Gong, Illinois Education Research Council, 2005)...

Searching the Attic: How States Are Responding to the Nation's Goal of Placing a Highly Qualified Teacher in Every Classroom - This report examines the teaching quality requirements in states prior to the enactment of the No Child Left Behind (NCLB) Act in January 2002, and the new teacher and HOUSSE (High Objective Uniform State Standard of Evaluation) requirements approved by states in response to NCLB. The authors identify the most common problems states have encountered in establishing high quality teacher standards and recommend ways state policymakers can address these problems. Individual state analyses and grades are provided for the 39 states that approved a HOUSSE, the 11 states applying their certification systems to identify highly qualified teachers, and a table of the options available in all states for earning highly qualified status. (Kate Walsh and Emma Snyder, National Council on Teacher Quality, December 2004)...

Focus on "Highly Qualified" Teachers: SREB States Take Action - This brief outlines state-developed "high, objective, uniform state standard of evaluation" (HOUSSE) requirements for middle grades teachers in Southern Regional Education Board (SREB) states and shows the variety of standards across the region. SREB states are adopting one of three different approaches to the HOUSSE competency option: (1) professional development, (2) performance evaluation or (3) point system/portfolio. (Lynn Cornett and Alice Ann Bailey, Southern Regional Education Board, October 2003)...


What States Are Doing Current

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