Exploring State Policy Regarding Teachers Removing License Endorsements: Short Term and Long Term Policy Implications. Vol. 13 No. 47

dc.creator	Penelope Earley
dc.creator	S. David Brazer
dc.date	2005-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T23:00:14Z
dc.date.available	2015-07-20T23:00:14Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/a39ded76b1814df19f66fde1a418c3f2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23943
dc.description	This study explores and begins baseline documentation of state policies governing teachers' voluntary removal of endorsement areas from their licenses. Through a survey of state licensure officers we find that most states allow teachers to remove endorsements, though the specifics of how this can be done vary from state to state. The No Child Left Behind Act and the Individuals With Disabilities Education Act may help motivate teachers to remove endorsements. By defining teacher qualifications and setting expectations that all students will achieve adequate yearly progress on state examinations, these two pieces of legislation place additional pressure on teachers of general population and at-risk students. Thus, federal policy contributes to a dilemma playing out at the state level: Policies enacted to improve classroom instruction may increase pressure on qualified teachers that potentially drives some of them away from special needs classrooms that most require high quality service. As demands on them mount, teachers may look for ways to relieve some stress points. Removing a license endorsement becomes one such tool to avoid teaching in classrooms of students with learning challenges. If significant numbers of teachers remove license endorsements, labor market dislocations may follow. Additional study is needed in the future to further document how states do or do not regulate endorsement removal, the extent to which teachers are aware of and have utilized this option, and how school, district, and state administrators and decision makers respond to license endorsement removal.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/152
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 13, p 47 (2005)
dc.subject	teacher licensure
dc.subject	state and federal policy
dc.subject	policy dilemmas
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Exploring State Policy Regarding Teachers Removing License Endorsements: Short Term and Long Term Policy Implications. Vol. 13 No. 47
dc.type	article