National Estimates and Comparisons of Alternatively and Traditionally Certified Music Teachers in the United States

Abstract

The purpose of this study was to construct a descriptive and comparative profile of alternatively and traditionally certified music teachers in the United States. Using data from the 2017–2018 National Teacher and Principal Survey, I estimate the prevalence of alternative certification in music, and compare the demographics, credentials, preservice preparation, and inservice experiences of alternatively versus traditionally certified music educators. Results show that rates of alternative certification were uniquely low among public-school music teachers (9%) relative to other arts teachers (22%) and teachers outside the arts (19%). Alternatively certified music teachers (ACMTs) were more racially diverse and likelier to serve in schools with higher shares of racial and ethnic minorities than their traditionally certified counterparts. However, ACMTs’ preservice preparation (e.g., coursework, student teaching) was considerably narrower, and they had higher rates of nonstandard (temporary or emergency) licensure. Certification pathway was not associated with teachers’ inservice professional development experiences or job satisfaction.