Types of Changes in NCATE Accredited Elementary and Secondary Teacher Education Programs Related to No Child Left Behind
Secondary and Middle Grades Education
This study reports the results of a survey as to whether NCATE accredited institutions throughout the United States made changes in professional education and/or teaching field coursework, in either elementary and/or secondary areas, because of the No Child Left Behind Act (NCLB). Two hundred forty eight of the 550 institutions surveyed (45.09%) responded that changes had been made because of NCLB. Areas of change included increasing hours in professional education and teaching field courses, and expanding alternative certification/licensure programs. There was also increased articulation/dialogue between Schools, Colleges, and Departments of Education (SCDEs) and Colleges of Arts and Sciences as well as increased articulation between SCDEs and local schools/school districts. The percentages of SCDEs making changes were nearly uniform across all sizes of institutions. Changes were made in both private and public SCDEs.
Research in the School
Santoli, S., Salyer, B., Hopkins, W. S., & Varden, C. (2005). Types of changes in NCATE accredited elementary and secondary teacher education programs related to No Child Left Behind. Research in the Schools, 12(1), 1-9.