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  • We never thought it would happen but US ED releases its teacher prep regs

    October 13, 2016

    At long last the US
    Department of Education released its teacher
    prep regulations
    this week, prompting me to check my
    calendar. I had to look up the date of my first meeting with Department
    officials on the subject. Back then, I’d been willing to bet anyone that the
    Department would never finish its regulations – but nearly seven years later,
    this is a bet I’ve finally lost.

    Were the regs worth the
    wait? On balance, yes–not just because they represent a big improvement over
    current Title II reporting requirements, but also because they reinforce the
    work many of the rest of us are doing on teacher prep.

    What is most appealing
    about these regulations is more data and more transparency. States will need to
    annually survey principals and first-year teachers on the quality of the novice
    teachers’ preparation programs. While many programs already engage in this
    practice, this requirement essentially requires a common survey, allowing for the first time real comparison among
    programs.

    There will also be a
    slew of data generated about teacher supply, employment, and retention rates,
    perhaps putting to an end the current reliance on conjecture and anecdotes to
    predict when and where there’s about to be a teacher shortage.

    And in what may come as
    a surprise to some, I don’t disagree with the decision to omit a requirement
    that states examine the test scores of students taught by prep programs’
    graduates.  While the Department may have
    just thrown up its hands at the amount of resistance to test scores, the use of
    value-added measures to assess program quality is in fact fraught with
    methodological difficulties, especially for smaller prep programs. To get
    enough data points to reach a sound judgment of program quality, it’s often
    necessary to collect teachers’ performance data for five, or even more, years after
    graduation. That hardly seems fair to programs. The fact is that value-added
    measures only produce meaningful results for the few programs turning out big
    numbers of graduates who go on to teach tested subjects each year, and in some
    cases, the programs whose graduates’ performance is a clear outlier. 

    A great substitute for
    test score data could be either candidates’ pass rates on licensure tests,
    including the percentage of candidates passing these tests on their first
    attempt, as well as surveys of the students in teachers’ first classrooms. Pass
    rates on licensing tests might have been something the Department insisted
    upon–though it’s been down that road before to no avail both in the 1996 and
    2008 HEA reauthorizations.

    Importantly, these regs arrive at a singularly
    opportune moment–when the winds of change are blowing from every direction,
    including from within. It’s certainly not just NCTQ raising the ruckus. The
    last five years has elicited unprecedented activity, with no fewer than 44
    states passing significant teacher prep regulations. And what may be the
    biggest disruptor of all is the 30 percent drop in enrollment in teacher prep
    programs–for reasons that are anyone’s guess, but which surely include the
    poor reputation of teacher prep. As anyone knows who has managed a budget,
    institutions are more likely to consider making changes when confronted with
    fiscal pressures.

    The only aspect of the
    regulations that is absolutely without merit is the Department’s decision to
    drop its requirement, present in previous drafts, that programs must raise
    their admissions standards. It’s dropped in the final version because
    institutions made a lot of noise about the impact that raising standards will
    have on diversity. Not only is this common complaint denigrating to African
    American and Hispanic students—implying that a teaching career is only
    available to them if standards are kept intolerably low—but the consequence of
    an open door policy sounds a death knell for programs’ ability to raise the rigor
    and quality of instruction. It perpetuates the low status of the education
    major on college campuses. The Department defends its decision by stating that
    its regulations set a high standard for program exit, but the details seem to
    imply that a candidate only need to pass the edTPA or a similar assessment
    which, in some states, is reporting about a 98 percent pass rate. 

    It’s not that the final version of these regulations
    doesn’t bear the marks of heavy compromise; but on balance, the federal
    regulations are generally sensible and respectful of the parameters of federal
    authority – and provide a much-needed opportunity to illuminate how prep
    programs’ graduates fare in the classroom.

    I can safely say that this is one bet I’m happy to
    lose. 

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