uaetodaynews.com — 6 Ways States Can Improve Special Education, English Learner Workforce – The 74
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Only half of states require highly qualified mentors for prospective special education and English as a Second Language teachers, just five require passing a rigorous reading instruction test in order to be licensed and less than 50% mandate any special ed training for principals.
These are among key findings of a new NCTQ report into ways to address the continuing turnover and shortage of special education and ESL teachers that has existed for than three decades.
The analysis showed that mentorship, teacher and principal preparation standards, tests of reading instruction knowledge, pay and professional development are key to retaining and recruiting these educators.
Students with disabilities and English learners face some of the most persistent academic challenges, partly because of a lack of access to high-quality teachers, said NCTQ President Heather Peske.
“Despite their potential, many of these students are not meeting even really basic thresholds in reading and math, and this is not for any fault of the students themselves,” she said. “It’s really because they don’t have access to the kinds of qualified and effective teachers that they need.”
The report recommends improved state policies to address attrition in these areas:
Teacher mentorship
The analysis found that half of states don’t require prospective educators to complete their student teaching under the supervision of an educator who is certified in the same subject area they are training to work in. Most are in the western United States, including states like Wyoming, Utah, Montana, Idaho and Nevada.
Having a mentor certified in the same field allows the college students to see what teaching special ed will actually be like and increases their chances of staying in the subject area once they finish their degree, according to the report. The analysis highlighted a study of more than 250 people who completed special education teacher preparation in Massachusetts, which found that those with a supervisor licensed in special education were 12% less likely to leave the workforce.
Teacher preparation standards
Clear state standards for teacher preparation programs ensure that aspiring educators get the skills needed to serve students with disabilities, the report said. Ten states don’t have explicit special education standards for teacher colleges, while 16 lack defined English learner standards.
The analysis highlights Texas, which created teacher preparation standards for ESL and bilingual education in 2019. These include understanding the foundations of language acquisition and adapting instruction to meet student needs.
Principal preparation standards
Less than half of states require principal preparation programs to address special education in coursework, while only 13 do the same for English learners. Without an understanding of effective ways to serve students with disabilities or English learners, principals are less prepared to improve outcomes for them and retain the teachers who serve them, the report said.
Research has found that principals are a key factor in creating an inclusive environment for special education students. One University of Florida report said that many new school administrators “find themselves suddenly thrust into situations in which they must be the final arbiter on matters related to strange-sounding issues such as IEPs (individual education programs), 504 (disability discrimination) decisions, due-process hearings and IDEA (Individuals with Disabilities Education Act) compliance.”
In Iowa, teacher colleges are required to provide evidence that candidates are equipped to address the needs of English learners or students with disabilities, the report said.
Reading instruction
The analysis found that 17 states require special education teacher candidates to demonstrate their knowledge of literacy instruction using a test the NCTQ deems effective. In 2023, the nonprofit reported that 29 states and the District of Columbia use weak reading instruction tests that aspiring elementary educators must pass to obtain a license. NCTQ studied 25 tests that states use and identified 15 as weak — with only four considered acceptable and six considered strong.
Just five states — California, Idaho, New Mexico, Louisiana and Maryland — require English learner teacher candidates to pass acceptable tests, the report said.
“Wisconsin, for example, uses a strong or acceptable reading licensure test, but they don’t presently require special education teachers to take that test and pass it,” Peske said. “We would say that this is an example of low-hanging fruit when it comes to policymaking.”
The NCTQ reported that 70% of fourth graders with disabilities and 67% who are English learners scored below the basic level in reading on the National Assessment of Educational Progress.
English learners are also at an increased risk of being identified for special education because of literacy-related struggles, the report said.
“With so many states right now focused on reading and implementing relatively new reading laws, it was surprising to us to find that states are also not requiring their teachers, especially of students with disabilities, and their English learner teachers to take and pass an acceptable reading licensure test,” Peske said.
Teacher pay
The report said that paying teachers in critical shortage areas more than those in general education can improve retention and recruitment in hard-to-staff areas. But research has found that the additional compensation must be at least 7.5% of a teacher’s base salary — about $5,000 — to make a difference.
Only 18 states offer higher salaries or bonuses for special education educators, while eight states do so for English learner teachers.
An annual state-funded $10,000 incentive in Hawaii improved special education teacher shortages. The bonuses, which began in 2020reduced by 35% the number of teaching positions that were vacant or filled by an unlicensed teacher.
“Interestingly, it did little to improve retention among current special educators,” the report said. “Instead, the reduction in vacancies was driven almost entirely by general-education teachers — who were presumably dual-certified — transitioning into special education roles.”
The nonprofit said the policy was also successful because of its simplicity. All Hawaii special education teachers were automatically eligible, and there was no application process.
Professional development
High-quality professional learning can improve retention for special education and English learner teachers, the report said. Currently, 40 states provide professional development for both fields. Oregon, Hawaii, Iowa, Tennessee, Kentucky, West Virginia are the only states that don’t offer professional learning for either position.
The report highlights Rhode Islandwhich recently adopted guidelines that require professional learning specifically for teachers of multilingual learners.
Peske said each of the above policy areas is equally important for lawmakers to consider. “If a state really wants to build a strong teacher workforce for students with disabilities and English learners, we would advise them to use these fixed (policy) levers together,” she said.
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Disclaimer: This news article has been republished exactly as it appeared on its original source, without any modification.
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Author: Lauren Wagner
Published on: 2025-10-15 20:30:00
Source: www.the74million.org
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Sign up for The 74 Newslettern n n n nOnly half of states require highly qualified mentors for prospective special education and English as a Second Language teachers, just five require passing a rigorous reading instruction test in order to be licensed and less than 50% mandate any special ed training for principals.nnnnThese are among key findings of a new NCTQ report into ways to address the continuing turnover and shortage of special education and ESL teachers that has existed for more than three decades. nnnnThe analysis showed that mentorship, teacher and principal preparation standards, tests of reading instruction knowledge, pay and professional development are key to retaining and recruiting these educators.nnnnnnnnStudents with disabilities and English learners face some of the most persistent academic challenges, partly because of a lack of access to high-quality teachers, said NCTQ President Heather Peske.nnnn“Despite their potential, many of these students are not meeting even really basic thresholds in reading and math, and this is not for any fault of the students themselves,” she said. “It’s really because they don’t have access to the kinds of qualified and effective teachers that they need.”nnnnThe report recommends improved state policies to address attrition in these areas:nnnnTeacher mentorshipnnnnThe analysis found that half of states don’t require prospective educators to complete their student teaching under the supervision of an educator who is certified in the same subject area they are training to work in. Most are in the western United States, including states like Wyoming, Utah, Montana, Idaho and Nevada. nnnnHaving a mentor certified in the same field allows the college students to see what teaching special ed will actually be like and increases their chances of staying in the subject area once they finish their degree, according to the report. The analysis highlighted a study of more than 250 people who completed special education teacher preparation in Massachusetts, which found that those with a supervisor licensed in special education were 12% less likely to leave the workforce.nnnnNCTQnnnnTeacher preparation standardsnnnnClear state standards for teacher preparation programs ensure that aspiring educators get the skills needed to serve students with disabilities, the report said. Ten states don’t have explicit special education standards for teacher colleges, while 16 lack defined English learner standards.nnnnThe analysis highlights Texas, which created teacher preparation standards for ESL and bilingual education in 2019. These include understanding the foundations of language acquisition and adapting instruction to meet student needs.nnnnRelatedTeacher Preparation Isn’t Broken. Our Approach to Policymaking and Advocacy IsnnnnPrincipal preparation standardsnnnnLess than half of states require principal preparation programs to address special education in coursework, while only 13 do the same for English learners. Without an understanding of effective ways to serve students with disabilities or English learners, principals are less prepared to improve outcomes for them and retain the teachers who serve them, the report said. nnnnResearch has found that principals are a key factor in creating an inclusive environment for special education students. One University of Florida report said that many new school administrators “find themselves suddenly thrust into situations in which they must be the final arbiter on matters related to strange-sounding issues such as IEPs (individual education programs), 504 (disability discrimination) decisions, due-process hearings and IDEA (Individuals with Disabilities Education Act) compliance.”nnnnIn Iowa, teacher colleges are required to provide evidence that candidates are equipped to address the needs of English learners or students with disabilities, the report said. nnnnReading instructionnnnnThe analysis found that 17 states require special education teacher candidates to demonstrate their knowledge of literacy instruction using a test the NCTQ deems effective. In 2023, the nonprofit reported that 29 states and the District of Columbia use weak reading instruction tests that aspiring elementary educators must pass to obtain a license. NCTQ studied 25 tests that states use and identified 15 as weak — with only four considered acceptable and six considered strong.nnnnRelatedDoes Your State Use Weak Teacher Reading Tests? New Study Says A Majority DonnnnJust five states — California, Idaho, New Mexico, Louisiana and Maryland — require English learner teacher candidates to pass acceptable tests, the report said.nnnnNCTQnnnn“Wisconsin, for example, uses a strong or acceptable reading licensure test, but they don’t presently require special education teachers to take that test and pass it,” Peske said. “We would say that this is an example of low-hanging fruit when it comes to policymaking.”nnnnThe NCTQ reported that 70% of fourth graders with disabilities and 67% who are English learners scored below the basic level in reading on the National Assessment of Educational Progress.nnnnEnglish learners are also at an increased risk of being identified for special education because of literacy-related struggles, the report said.nnnn“With so many states right now focused on reading and implementing relatively new reading laws, it was surprising to us to find that states are also not requiring their teachers, especially of students with disabilities, and their English learner teachers to take and pass an acceptable reading licensure test,” Peske said.nnnnTeacher paynnnnThe report said that paying teachers in critical shortage areas more than those in general education can improve retention and recruitment in hard-to-staff areas. But research has found that the additional compensation must be at least 7.5% of a teacher’s base salary — about $5,000 — to make a difference.nnnnOnly 18 states offer higher salaries or bonuses for special education educators, while eight states do so for English learner teachers.nnnnRelated Interactive: School Spending vs. Teacher Pay — See Trends in 8,900 DistrictsnnnnAn annual state-funded $10,000 incentive in Hawaii improved special education teacher shortages. The bonuses, which began in 2020reduced by 35% the number of teaching positions that were vacant or filled by an unlicensed teacher.nnnnNCTQnnnn“Interestingly, it did little to improve retention among current special educators,” the report said. “Instead, the reduction in vacancies was driven almost entirely by general-education teachers — who were presumably dual-certified — transitioning into special education roles.”nnnnThe nonprofit said the policy was also successful because of its simplicity. All Hawaii special education teachers were automatically eligible, and there was no application process. nnnnProfessional developmentnnnnHigh-quality professional learning can improve retention for special education and English learner teachers, the report said. Currently, 40 states provide professional development for both fields. Oregon, Hawaii, Iowa, Tennessee, Kentucky, West Virginia are the only states that don’t offer professional learning for either position.nnnnNCTQnnnnThe report highlights Rhode Islandwhich recently adopted guidelines that require professional learning specifically for teachers of multilingual learners.nnnnPeske said each of the above policy areas is equally important for lawmakers to consider. “If a state really wants to build a strong teacher workforce for students with disabilities and English learners, we would advise them to use these fixed (policy) levers together,” she said.nn n n n Get stories like these delivered straight to your inbox. 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Disclaimer: This news article has been republished exactly as it appeared on its original source, without any modification.
We do not take any responsibility for its content, which remains solely the responsibility of the original publisher.
Author: uaetodaynews
Published on: 2025-10-15 16:47:00
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