Next Steps

These initial findings and guidance only scratch the surface of the abundant information contained in the Pathways to First-Time Teaching Credentials database. In the next phase of this work, New America’s Education Policy program will take a closer look at trends in specific pathway requirements, overall and through various lenses, such as the five pathway categories we have identified here. We will examine the evidence base for the various requirements that states have included, and how state requirement choices may influence the quantity, quality, and diversity of the prospective and novice teacher pool. We also plan to go deeper in profiling innovative, evidence-informed state approaches for preparing and authorizing first-time teachers that appear to balance the inherent tensions present in securing and maintaining a robust, high-quality, and diverse teacher workforce.

By clearly outlining how preparation and credential requirements intersect for each first-time pathway into teaching, we hope this database will catalyze questions and conversations across and within states about why states have chosen these pathways, with these particular requirements, to meet school staffing needs and the needs of their students.