Pre-Kindergarten Teacher Certification Requirements in Literacy and Mathematics: Understanding Policies Across the United States

• In Event: Early Childhood Workforce and Leadership

Abstract

This study responds to a lack of information about various states’ expectations for prekindergarten teachers’ preparation in mathematics and literacy. We explored preK policies in all 50 states with a focus on: (1) preK certification requirements, (2) preK teacher literacy and mathematics competencies, and (3) alignment between certification requirements, teacher knowledge/skills, and expectations for preK child outcomes in literacy and mathematics. Although we found great variability across the U.S in each of the these categories, we found that, nationally, there is little alignment between early learning standards and requirements for teacher certification, more attention to literacy than mathematics, and more attention to both literacy and mathematics in preK certification bands that also include elementary grades.

Authors

• Tanya S. Wright, Michigan State University

• Amy Noelle Parks, Michigan State University

• Bethany Wilinski, Michigan State University

• Lisa Domke, Michigan State University

• Laura J. Hopkins, Michigan State University