You asked what steps other states have taken to address teacher shortages, especially in mathematics and science. You were especially interested in any approaches that allow for flexibility in certification for candidates with high test score or who have other special qualifications.

SUMMARY

This report summarizes a selection of programs adopted in other states since 2004 to encourage recruitment and retention of teachers in subjects, especially math and science, where teacher shortages exist. State programs fall into a few general categories: (1) scholarships and tuition waivers for undergraduate and graduate students who get teaching certificates in shortage subjects and agree to teach in the state's public schools for a specified period after they graduate; (2) financial incentives, including additional pay for qualified teachers of math, science, and other shortage subjects and positions; (3) down payment assistance to encourage teachers for shortage subjects and hard-to-staff schools to buy houses in the school districts where they teach; and (4) alternative routes to certification.

Kentucky's alternate route to certification is an example of a program that offers flexible certification based on test scores and academic and other qualifications. The state offers seven alternatives to traditional teacher preparation programs for recruiting teachers, including routes for those with exceptional work experience, armed forces veterans, university teaching experience, and academic majors other than education. In 2008, the Kentucky legislature gave priority to attracting middle and high school math and science teachers to its alternate route to certification program by providing special state-funded summer teacher training institutes, stipends, and forgivable loans for candidates with relevant academic majors.

The information in this report comes from the Education Commission of the States' databases, recently passed state legislation, and education department websites.

SCHOLARSHIPS AND TUITION WAIVERS

Kansas

The Mathematics and Science Teacher Scholarship Program provides state scholarships of up to $2,500 per semester for up to two years to any Kansas resident enrolled in a program leading to certification as a math or science teacher for grades six through 12. Those receiving scholarships must meet grade point average and other requirements determined by the state Board of Regents. They must also agree to teach math or science in those grades full time for four years, or an equivalent period of part-time teaching. Awards are limited to 50 per year. The program expires in FY 2010.

Massachusetts

Math and Science Teachers Scholarship Program. This pilot program provides financial assistance to public school teachers currently employed in Massachusetts public schools and teaching math, science, or technology/engineering under a preliminary license or license waiver, or who are teaching such subjects outside their licensed field. The program provides these teachers with assistance for taking up to three courses per semester leading to an initial educator license in math or science. A teacher can take the courses at any higher education institution in Massachusetts with an approved teacher preparation program.

Teachers working in high-need districts (districts where at least 40% of the students are low-income) are eligible to receive 100% of the costs of the courses, while those in other districts can receive 75%. Teachers working in high-need districts have priority for assistance. Grant amounts depend on funding levels. Teachers who receive funding must agree to continue teaching math or science in a Massachusetts public school for from one to four years after completing the courses, depending on the number of courses taken with scholarship assistance.

Incentive Program for Aspiring Teachers. This program provides a tuition waiver for students who are in their third or fourth year in college, have at least a 3.0 grade point average, and decide to enter a teacher certification program in a field with demonstrated teacher shortages. Participating students must agree to teach for at least two years in a Massachusetts public school after receiving their bachelor's degree. The program is available to students at the nine Massachusetts state colleges and the four campuses of the University of Massachusetts. The waiver is for the equivalent of the resident tuition at these institutions.

New York

New York's Math and Science Teaching Incentive Scholarship provides grants to eligible full-time undergraduate and graduate students to encourage them to pursue careers as math and science teachers in grades seven to 12 in New York. Scholarship amounts equal the average annual tuition at the State University of New York or the student's actual tuition, whichever is less. (The maximum award for 2007-08 was $4,375.) Student may receive awards for up to four years of undergraduate and one year of graduate study. Recipients must agree to work five years as a secondary school science or math teacher in the state.

To be eligible, students must earn 27 credit hours or the equivalent coursework leading to a secondary education degree in math or science. They must have a minimum 2.5 grade point average for all years of undergraduate or graduate study and for any years in which they receive a scholarship payment.

Utah

Utah established the Public Education Job Enhancement Program to attract, train, and retain highly qualified teachers and administrators in several disciplines including (1) secondary school teachers with expertise in math, physics, chemistry, physical science, and learning and information technology and (2) teachers in grades four to six with math endorsements. The program provides an award of up to $20,000 or a scholarship to cover tuition for a master's degree, an endorsement, or graduate education in the identified areas. Grants are awarded competitively to qualifying teachers who agree to teach in Utah's public schools for at least four years.

DIRECT FINANCIAL INCENTIVES

Illinois

Illinois law requires the Illinois Housing Development Authority to implement a teacher homebuyer assistance program to provide down payment assistance to qualifying teachers buying homes in the districts where they are employed. Qualifying teachers currently employed full-time in hard-to-staff positions (including special education, math, or science) or in hard-to-staff elementary or secondary schools are eligible. The State Board of Education must designate positions and schools in each category. Homes must be owner-occupied and must serve as the teacher's principal residence.

The maximum down payment assistance is $20,000 if the school district's median home price is over $300,000; $15,000 for districts where median home prices are $150,000 to $300,000; and $10,000 if the district's median home price is under $150,000. If the teacher is continuously employed as a teacher for the five-year period immediately following the loan's recording date, the loan is forgiven.

Kansas

In 2005, Kansas adopted a business tax credit program for the 2005, 2006, and 2007 tax years to give Kansas businesses an incentive to employ math and science teachers when schools are not in session and thereby provide them with additional income. The credits equaled 25% of the salary a business paid to most teachers and 30% of the salary paid to teachers from rural, underserved, or underperforming urban districts.

The businesses had to make partnership agreements with the teachers' employing school districts. Participating teachers had to hold Kansas teaching certificates with endorsements in math, science, physics, chemistry, or biology. The business had to employ the teacher in positions requiring math or science skills commensurate with the classes they regularly teach.

Nevada

Nevada legislation enacted in 2007 created the Grant Fund for Incentives for Licensed Educational Personnel. The board of trustees of each school district is required to establish a program for incentive payments of up to $3,500 per year to attract and retain, among others, teachers with endorsements in math, science, special education, English as a second language, or other area of need in the school district. A

district wishing to receive a grant from the fund must apply to the state education department, evaluate the effectiveness of its program, and submit an annual report on it to the governor, legislature, and other state authorities.

North Carolina

The North Carolina legislature in 2007 required the State Board of Education to establish a pilot program in up to five local school districts to implement alternative teacher salary plans. Among the plans' goals was recruiting teachers to hard-to-fill positions in specific subjects. A majority of teachers in the participating schools have to agree to the plan design. The legislation allows the board to waive laws, rules, and policies to implement the plans. The board must report to the legislature's Education Oversight Committee by June 30, 2010 on the effectiveness of the plans, including recommendations for continuing, modifying, or eliminating them.

Oklahoma

During 2008-09, Oklahoma is implementing a Science and Mathematics Advanced Recruiting Technique (SMART) Program. The program provides a one-time, state-paid recruitment incentive of $7,500 to each public school teacher who:

1. holds a master's degree or above in science, math, or both;

2. has not previously taught for a full academic year in an Oklahoma public school while holding such a degree; and

3. has never received a previous SMART program recruitment incentive.

Teachers whose advanced degrees are in math and science education are ineligible for the incentives.

The Oklahoma State Superintendent pays the incentive to the employee's school district along with additional funds for the employer's share of the employee's Social Security, Medicare, and teachers' retirement contributions.

Utah

Utah law establishes a Teacher Salary Supplement Program, with a special state account to provide annual salary supplements of $4,100 for teachers who:

1. are assigned to teach (a) a secondary level math course, (b) integrated science in grades 7 or 8, (c) chemistry, or (d) physics;

2. hold the appropriate endorsement for the assignment;

3. have a qualifying degree; and

4. received a rating of satisfactory or above on their most recent evaluations or are new employees.

Teachers receiving supplemental payments must have a bachelor's degree major, master's degree, or doctoral degree (1) in math if assigned to teach secondary-level math and (2) in integrated science, chemistry, physics, physical science, or general science if assigned to teach grade 7 or 8 integrated science, chemistry, or physics.

Supplement payments are made to school districts for each eligible teacher and include funds for corresponding employer-paid benefits for the teacher. The supplement becomes part of the teacher's base pay as long as the teacher continues to qualify for the payments.

KENTUCKY'S ALTERNATIVE ROUTE TO CERTIFICATION

Alternative Route Options

Kentucky law provides several alternative routes to teacher certification for applicants who approach teaching through nontraditional paths (KRS § 161.048). Table 1 below shows the academic and background requirements and types of teaching certificates issued to participants in each route. The teacher internship program is Kentucky's training and mentorship program for teachers with less than two years' teaching experience.

Table 1: Kentucky's Alternate Routes to Certification

Financial Incentives for Alternative Route Math and Science Teachers

In 2008, the Kentucky legislature established a certification incentive fund to provide grants to nonprofit organizations, school districts, higher education institutions, and other similar entities to support teacher training institutes for those seeking certification under Option 7 above. For academic years 2008-09 through 2011-12, it requires funding priority for institutes for training (1) high school math, chemistry, integrated science, and physics teachers and (2) middle school math and earth science teachers.

The 2008 law requires the state's Professional Educator Licensing Board to approve at least one summer institute for these teachers consisting of 90 hours based on six-hour days over three weeks. Teachers completing such an institute do not have to participate in the teacher internship program until their second year of teaching. For those accepted for the institutes, the 2008 law also offers forgivable loans at the start of the institutes to encourage participation, as well as an equivalent stipend upon successful completion.

There are no restrictions on the stipend. Loans are forgiven if the teacher teaches in a Kentucky public school or state-approved private school for one year within three years after receiving the loan. The law also allows local school districts and entities offering institutes to offer participants additional financial incentives (An Act Relating to Certification of Math and Science Teachers and Declaring an Emergency, S.B. 64, 2008 Regular Session).

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