Examining Certification Requirements in Early Math and Literacy: What Do States Expect Prekindergarten Teachers to Know?

Abstract

The purpose of this study was to examine preK certification requirements for literacy and mathematics coursework to understand policy trends across the United States. We were interested in examining whether teacher certification requirements in these content areas align with expectations for child outcomes in early literacy and math. We completed a content analysis of 114 documents from 50 states including preK teacher certification requirements and early learning standards from each state. We engaged in a detailed analysis of the sections of these documents related to early literacy and mathematics. Based on this state-by-state analysis, we found that most states had very little specification of preK teacher certification requirements related to literacy or mathematics. Our findings suggest that current certification policies are not well-aligned with expectations for preK children’s learning in early literacy and mathematics.