Life in the Fast Track: How States Seek to Balance Incentives and Quality in Alternative Teacher Certification Programs

Abstract

The prospect of overseeing the rapid preparation of many participants in fast-track alternative certification programs presents several challenges for state education officials who seek to maintain, or even enhance, the quality of the state’s teaching force. This study examined a range of fast-track alternative teacher certification programs in 11 sites in three states—Connecticut, Louisiana, and Massachusetts. We found that participants were attracted by the incentives of the fast-track programs but also expected to have coursework and student-teaching experiences that would prepare them well to teach in September. Overall, candidates were satisfied with what the programs offered, though many wanted more preparation in content-based pedagogy and better student-teaching placements. There were advantages and disadvantages to centralized and decentralized approaches by the states to ensure quality of participants.