From NCLB to Essa
Implications for Teacher Preparation and Policy
Bibliographic Data
| ID | 12364712 |
|---|---|
| Authors | Ambra L Green (0000-0001-5363-1939, The University of Texas at Arlington, TX, USA, corresponding author), Jennifer M McKenzie (0000-0002-2733-6378, Southern Utah University), Jennifer McKenzie (Southern Utah University, Cedar City, UT, USA), Timothy J Lewis (0000-0003-1560-1477, University of Missouri, Columbia, MI, USA), Apryl L Poch (0000-0002-1316-0228, Duquesne University, Pittsburgh, PA, USA) |
| Year | 2020 |
| Volume | 32 |
| Issue | 3 |
| Pages | 204-211 |
| Publication date | 2020-08-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Disability Policy Studies (JOURNAL) |
| Journal identifiers | ISSN: 1044-2073 • E-ISSN: 1538-4802 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1044207320945397 |
| OpenAlex | W3047998474 |
| Language | EN |
| Citations received | 2 |
| References cited | 13 |
With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), the term highly qualified teacher (HQT) became an important component of teacher licensure, including for special educators. However, when ESEA was reauthorized in 2015 as the Every Student Succeeds Act (ESSA), the highly qualified regulations were removed. The purpose of this study was to look back at the historical record of policy implementation of HQT and compare the record across states to provide implications for teacher preparation and licensure policy in the era of ESSA. This was accomplished through a review of the history of special education teacher licensure and completion of a comprehensive analysis of state licensure requirements under the Individuals with Disabilities Education Improvement Act. Despite a general consistency across three domains (i.e., degree, examination, and licensure) of the highly qualified statute, inconsistencies among states at both the elementary and secondary levels of special educator licensure may yield significant challenges related to the impact of teacher quality on student outcomes. Better understanding of these challenges is important as policymakers will be better able to make decisions regarding what teachers need to know prior to entering the field to meet students’ needs and generate student achievement
Accountability · Business · Consistency (knowledge bases · Elementary and Secondary Education Act · Licensure · Mathematics education · Medical education · No child left behind · Pedagogy · Political science · Special education · Statute · Teacher Quality · Test (biology · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Law · Medicine · Psychology · Teacher Education and Leadership Studies
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |