Licensing tests pose an unnecessary barrier to teaching
There are many challenges facing educators today, including school security, myriad social issues, and funding. It is puzzling that we build barriers to attracting the best and brightest to our most needy profession, when we have so many “challenges” on the table.
This column addresses the costs that we place upon persons progressing through our university educator preparation programs (EPPs). Statistics verify decreased enrollment in preparation programs by 35% nationwide from 2008-2009 to 2018-2019. Many college students are not choosing the teaching profession because of the issues noted above, but we do not need to add to this decline by burdening prospective candidates with costly licensure test fees created and facilitated by testing and assessment businesses and organizations and required by the Virginia Department of Education (VDOE). Licensure tests cost approximately $135 each and most endorsement areas require two tests (total = $270). Elementary endorsement requires six (total = $810). These costs cannot be included in students’ financial aid packages, so they must be paid out of pocket, which is incredibly burdensome for many teacher candidates.
College students are already struggling with tuition debts, and the impact is even worse on teacher candidates of color, who are particularly needed in our schools. Studies show that pre-K12 students of color perform better in school when they are taught by at least one same-race teacher. However, 55% of pre-K12 students identify as nonwhite, compared to 28% of teachers. Barriers to entering the teaching profession must be removed to increase the percentage of all teachers in our schools, but particularly teachers of color.
A solution for this barrier is to eliminate the test fees altogether. At minimum, a good first step would be to eliminate the fees for Pell Eligible students (those identified by the U. S. Department of Education as having exceptional financial need).
Another option is for the
VDOE to align the requirements for university EPPs with what is allowed for provisional teachers already teaching in public schools. Provisional teachers have not completed a licensure degree program at a university but have a provisional license issued by the state allowing for up to three years to fulfill requirements while concurrently teaching in a school.
Presently, there are conflicting standards. Teacher candidates in university EPPs must pass all required tests to obtain a Virginia teacher license. Provisional teachers may receive a waiver from VDOE allowing them exemption from the tests if they have previously attempted the tests but failed and have completed one year of successful teaching according to the division. Students in university EPPs should be granted the same waiver as provisionally licensed teachers following completion of their rigorous student teaching internship.
Some consideration should also be given to eliminating the tests entirely. Data indicates that approximately only half of teacher candidates pass the tests the first time, and some must take the tests multiple times before passing. The test fee must be paid for every retake. Some teacher candidates are spending well more than $1,000 just to pass the required tests. It is important to note that there is a solid body of research indicating that teacher licensure exams are not a strong predictor of teaching effectiveness. Some of the best teachers we have did not experience the current number of testing “barriers” when they entered the profession. Yet, they emerged as high-quality teachers with verified results of successful students. How many qualified teacher candidates are we losing due to expensive tests that aren’t even strong predictors of success?
It is also worth noting that testing companies have become big business. One estimate of the projected revenue for these companies is $26.1 billion in 2023. Those funds are being paid in most cases by our state education departments and our prospective teachers. Imagine the impact that kind of money would have on teacher salaries.
Alternatives to standardized teacher licensure tests exist. Quality student teaching opportunities, classroom observations, and student surveys have been found to be valid predictors of effective teaching. Considering these approaches promote a strong collaboration between EPPs and school divisions, and they are free of charge to teacher candidates and the VDOE, it seems they should be adopted.