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Trends in the Use of Emergency Credentials in Wisconsin Public Schools

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Bibliographic Details
Title: Trends in the Use of Emergency Credentials in Wisconsin Public Schools
Language: English
Authors: Carl, Bradley, Bartley, Carmen, Sim, Grant, Marlin, Daniel, Region 10 Comprehensive Center, University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), University of Minnesota, Center for Applied Research and Educational Improvement (CAREI), Education Analytics, Inc.
Source: Region 10 Comprehensive Center. 2022.
Availability: Board of Regents of the University of Wisconsin System, University of Wisconsin-Madison, Research and Sponsored Programs, 21 North Park Street Suite 6401, Madison, WI 53715. Web site: https://wmcc10.org
Peer Reviewed: N
Page Count: 21
Publication Date: 2022
Sponsoring Agency: Office of Elementary and Secondary Education (OESE) (ED), Office of Program and Grantee Support Services (PGSS)
Contract Number: S283B190048
Document Type: Reports - Evaluative
Descriptors: Alternative Teacher Certification, Emergency Programs, Teacher Shortage, Equal Education, Educational Change, Credentials, Faculty Mobility, Educational Trends
Geographic Terms: Wisconsin
Abstract: This policy brief, produced by the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison as part of the Region 10 Comprehensive Center, is one in a series examining selected topics related to Wisconsin's educator workforce. The goal of this brief is to summarize key trends in the use of emergency credentials within Wisconsin's public schools in recent years, which is a topic of interest for at least two reasons. A first reason is that increased reliance by Wisconsin school districts on emergency credentials as a strategy for filling vacant positions would serve as a meaningful indicator that widely-reported shortages of educators are worsening. A second policy implication associated with emergency credentials is a potential equity issue. To the extent that emergency credentials are being used by some districts and schools more than others, particularly for teaching positions and by districts and schools with higher shares of traditionally marginalized students, state and local policymakers should question whether additional supports and resources may be necessary to ensure that all students have access to highly-qualified educators.
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED624365
Database: ERIC
Description
Abstract:This policy brief, produced by the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison as part of the Region 10 Comprehensive Center, is one in a series examining selected topics related to Wisconsin's educator workforce. The goal of this brief is to summarize key trends in the use of emergency credentials within Wisconsin's public schools in recent years, which is a topic of interest for at least two reasons. A first reason is that increased reliance by Wisconsin school districts on emergency credentials as a strategy for filling vacant positions would serve as a meaningful indicator that widely-reported shortages of educators are worsening. A second policy implication associated with emergency credentials is a potential equity issue. To the extent that emergency credentials are being used by some districts and schools more than others, particularly for teaching positions and by districts and schools with higher shares of traditionally marginalized students, state and local policymakers should question whether additional supports and resources may be necessary to ensure that all students have access to highly-qualified educators.