Appendix A: Project Methodology

Between March 2022 and April 2023, for each state and the District of Columbia, New America’s Education Policy program located, collected, and reviewed information related to available first-time pathways into teaching on publicly accessible state websites—including statutory and regulatory policies, guidance documents, and credential application forms. To validate the information collected, we engaged in email and video call correspondence with state education leaders.

When we were unable to locate a state-provided source of the information we were seeking, we relied on external sources to fill in missing data points and/or cross-check the information we had collected. Such sources include teacher preparation provider websites and staff members (e.g., American Board, Teach for America, and various university-based programs); the National Association of State Directors of Teacher Education and Credentialing’s (NASDTEC) proprietary database and annual report; and the National Council on Teacher Quality’s State Teacher Policy Database.¹

Where discrepancies existed between various state sources, we flagged these for the state credentialing agency to review.

New America’s Education Policy program shared the information it collected in the database with each state office overseeing educator preparation and/or credentialing and asked staff to review it for accuracy. We also provided the official entity with a detailed list of questions regarding pieces of information that were unclear or were difficult to locate. When we received clarifying responses, we updated the database accordingly. We received a response from 39 states, although four of those declined to provide a review of the final database version (District of Columbia,, Louisiana, Maine, and Virginia). Non-responding states include Alabama, Alaska, Delaware, Michigan, Nebraska, New Mexico, Oklahoma, Oregon, Pennsylvania, South Carolina, South Dakota, and Wisconsin.