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Direct linkR. Clarke Fowler – Journal of Research in Childhood Education, 2024
This study examines two longstanding but thinly evidenced claims regarding credentialing requirements for teachers in the early grades (pre-K, K, 1, 2, and 3): 1) that elementary education (ELED) educator standards, under which many U.S. early grade teachers are prepared, address early instructional practices less adequately than early childhood…
Descriptors: Early Childhood Education, Early Childhood Teachers, Elementary School Teachers, Grade 1
Download full textLeider, Christine Montecillo; Colombo, Michaela W.; Nerlino, Erin – Education Policy Analysis Archives, 2021
English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the…
Descriptors: State Departments of Education, State Policy, Administrative Organization, Teacher Effectiveness
Simonsen, Monica L.; Novak, Jeanne A.; Mazzotti, Valerie L. – Career Development and Transition for Exceptional Individuals, 2018
To understand the current status of transition-related credentialing systems in driving personnel preparation, it is necessary to identify which state education and rehabilitation services agencies are currently providing certification and licensure in the area of secondary transition. The purpose of this study was to examine the current state of…
Descriptors: State Policy, Policy Analysis, Credentials, Secondary Education
Advance CTE: State Leaders Connecting Learning to Work, 2020
In summer 2018, the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was signed into law, which provided states the opportunity to reflect, engage with a wide array of stakeholders and partners, reaffirm key priorities and commitments, and identify new opportunities to support learners and their industry partners.…
Descriptors: Federal Legislation, Educational Legislation, Vocational Education, Statewide Planning
Amanda Bergson-Shilcock – National Skills Coalition, 2016
Integrated education and training policies address the challenge of helping individuals who have basic skill gaps to qualify for middle-skill jobs. These policies encourage the adoption of program models that allow people to develop or refresh basic skills such as math, reading, or spoken English while simultaneously training for a in-demand…
Descriptors: Integrated Curriculum, Training Methods, Educational Policy, Barriers
Frost, Jeff; Cadiero-Kaplan, Karen; Kuhlman, Natalie – CATESOL Journal, 2011
On September 30, 2010, the California Commission on Teacher Credentialing (CTC) voted unanimously to approve a set of eight recommendations for authorization to teach English language learners. These recommendations approved by the CTC had been in development for almost two years and they focused on several issues, including: (1) a specific focus…
Descriptors: Credentials, Teacher Qualifications, Second Language Instruction, State Standards
Shulock, Nancy; Moore, Colleen – Institute for Higher Education Leadership & Policy, 2013
The California Community Colleges are vital to closing the projected shortfall of Californians with a postsecondary credential and sustaining the state's economic competitiveness. Increasing the number of students who pursue and earn certificates and associate degrees in career technical education (CTE) fields is an important component of the…
Descriptors: Higher Education, Educational Attainment, Community Colleges, College Role
