View in EDS

Limited Certificated Teachers in Washington: Barriers to Becoming Fully Certificated and Needed Supports. Study Brief. REL 2020-013

Saved in:
Bibliographic Details
Title: Limited Certificated Teachers in Washington: Barriers to Becoming Fully Certificated and Needed Supports. Study Brief. REL 2020-013
Language: English
Authors: Yoon, S. Y., Scott, C., Greenberg Motamedi, Jason, Regional Educational Laboratory Northwest (ED), Education Northwest, National Center for Education Evaluation and Regional Assistance (ED)
Source: Regional Educational Laboratory Northwest. 2019.
Availability: Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp
Peer Reviewed: Y
Page Count: 4
Publication Date: 2019
Contract Number: EDIES17C0009
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Teacher Shortage, Teacher Certification, Barriers, Teacher Attitudes, Minority Group Teachers, Whites, Racial Differences, Diversity (Faculty), Alternative Teacher Certification, Intellectual Disciplines, Instructional Program Divisions, Labor Force Development, State Policy, Elementary Secondary Education, Access to Education
Geographic Terms: Washington
Abstract: Many states, including Washington, are attempting to reduce teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in further support for these teachers to seek full certification, Washington policymakers want to understand the interest of limited certificated teachers in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. This study presents the results of a statewide survey of limited certificated teachers on those topics. More than two-thirds of respondents expressed interest in becoming fully certificated many in a subject area in which there is a staffing shortage. Respondents who expressed interest in becoming fully certificated identified substantial barriers to doing so, including time and financial concerns. This was true particularly for limited certificated teachers of color, who identified a broader range of supports needed to pursue full certification than White teachers did. The findings have important implications for the state's efforts to reduce teacher shortages and to increase the diversity of its teacher workforce and for designing state policies and programs to help limited certificated teachers become fully certificated. [For the full report, see ED600822; for the appendixes, see ED600823; and for the study snapshot, see ED600825.]
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4581
Entry Date: 2019
Accession Number: ED600824
Database: ERIC
Description
Abstract:Many states, including Washington, are attempting to reduce teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in further support for these teachers to seek full certification, Washington policymakers want to understand the interest of limited certificated teachers in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. This study presents the results of a statewide survey of limited certificated teachers on those topics. More than two-thirds of respondents expressed interest in becoming fully certificated many in a subject area in which there is a staffing shortage. Respondents who expressed interest in becoming fully certificated identified substantial barriers to doing so, including time and financial concerns. This was true particularly for limited certificated teachers of color, who identified a broader range of supports needed to pursue full certification than White teachers did. The findings have important implications for the state's efforts to reduce teacher shortages and to increase the diversity of its teacher workforce and for designing state policies and programs to help limited certificated teachers become fully certificated. [For the full report, see ED600822; for the appendixes, see ED600823; and for the study snapshot, see ED600825.]