New Jersey Assembly Bill A5427

New Jersey 2022-2023 Regular Session

• Introduced: 5/8/23
• Refer: 5/8/23

Caption

Prohibits Commissioner of Education from approving certain tests for teacher certification candidates with extended retake waiting periods.

Impact

The likely impact of A5427 is a reduction in the waiting time for candidates seeking teacher certification, resulting in improved access to certification opportunities. By limiting the waiting period for retaking tests, this legislation could potentially increase the number of qualified candidates entering the teaching profession, which is particularly crucial in light of the ongoing teacher shortages experienced in various districts throughout New Jersey.

Summary

Assembly Bill A5427 was introduced in New Jersey to modify the teacher certification process by regulating the waiting periods mandated for retaking certification tests. Specifically, the bill prohibits the Commissioner of Education from approving any tests for teacher certification candidates that require a waiting period longer than 14 days before a candidate can retake a test. Currently, the Praxis Core Academic Skills for Educators test, which is used for assessing basic skills, enforces a waiting period of 28 days, which the bill seeks to amend.

Contention

While the bill aims to enhance certification accessibility, there may be contention surrounding the effectiveness of such a change on the quality of teaching candidates. Critics may argue that shortening the retake period could lower the standards of proficiency expected from teacher candidates, posing concerns about their preparedness to educate students effectively. Additionally, the reliance on alternative assessment methods, such as the SAT or ACT, could also come into question regarding their relevance to teaching capabilities.

Summary_statement

In summary, A5427 seeks to reform the teacher certification testing process in New Jersey, balancing access to certification with the need for quality education standards. The bill reflects a broader push to address the challenges within the educational system, emphasizing the importance of making pathways to teaching more accessible while ensuring that the standards for what constitutes a qualified teacher remain high.