In contrast, those  special educators who do not provide instruction in core academic  subjects, such as those who provide consultative services to highly  qualified general educators, do not have to comply with the NCLBA  teacher requirements. All States Implemented at Least Two of Three NCLBA Teacher Requirements for Special Education Teachers

In the 2002-2003 school year, all states required that special education  teachers have a bachelor’s degree and be certified to teach—two of the  three NCLBA teacher qualification requirements—and half required  special education teachers to demonstrate competency in core academic  subjects, which is the third requirement. In the 26 states that did not  require teachers to demonstrate subject matter competency, state-certified  special education teachers who were assigned to instruct core academic  subjects might not be positioned to meet the NCLBA requirements. The remaining 22 states offered two or more certifications. During the 2002-2003 school year, 24 states, the District of Columbia, and  Puerto Rico required special education teachers to demonstrate some  level of competency in the core academic subjects that they wished to  teach at the time of their initial certification by having a degree or passing  tests in the academic subjects that they wished to teach. Teachers in these  states are better positioned to meet NCLBA’s teacher requirements. 1.) To meet NCLBA  teacher requirements, these teachers would need to demonstrate subject  matter competency by the end of the 2005-2006 school year. State  officials and national education organizations’ representatives also cited  several factors that impeded meeting the subject competency  requirements, including uncertainty about how to apply the law to special  education teachers in some circumstances, and the need for additional  assistance from Education in identifying implementation strategies. Availability of Professional Development Funds Was among the Factors Cited as Facilitating the Implementation of NCLBA Requirements

Survey respondents, as well as state officials and national education  organizations’ representatives we interviewed, reported that the  availability of professional development funding and the flexibility to use  funds were essential in helping teachers meet the NCLBA subject matter  competency requirement. This guidance applies to all  teachers, including special education teachers. Coordination among Education’s Offices Responsible for Educating Students with Disabilities Was Limited

Education has provided a range of assistance, such as site visits, Web- based guidance, and financial assistance, to help states implement the  highly qualified teacher requirements. However, department coordination  related to the implementation of NCLBA’s teacher requirements for special  education teachers has been limited.
Why GAO Did This Study

During the 2001-2002 school year, more than 400,000 special education teachers provided instructional services to approximately 6 million students with disabilities in U.S. schools. Two federal laws contain teacher qualification requirements that apply to special education teachers: the No Child Left Behind Act (NCLBA) and the Individuals with Disabilities Education Act (IDEA). Given the committee's interest in issues related to highly qualified special education teachers, we are providing information about (1) the state certification requirements, including the use of alternative certification programs, for special education teachers, and how they relate to NCLBA requirements; (2) the factors that facilitate or impede state efforts to ensure that special education teachers meet NCLBA requirements; and (3) how different offices in the Department of Education (Education) assist states in addressing NCLBA teacher requirements.

What GAO Found

In the 2002-2003 school year, all states, the District of Columbia, and Puerto Rico required that special education teachers have a bachelor's degree and be certified to teach--two of NCLBA's teacher qualification requirements--and half required special education teachers to demonstrate subject matter competency in core academic subjects, which is the third requirement. Specifically, 24 states, the District of Columbia, and Puerto Rico required their teachers to demonstrate some level of subject matter competency by having a degree or passing state tests in the core academic subjects that they wished to teach. Teachers of core academic subjects in the remaining states that did not have such requirements might not be positioned to meet the NCLBA requirements. To meet NCLBA teacher requirements, teachers would need to demonstrate competency in core academic subjects by the end of the 2005-2006 school year. State education officials reported that the availability of funds to support professional development facilitated implementation of the NCLBA teacher requirements, while other factors, such as uncertainty about how to apply the subject matter competency requirement to special education teachers, impeded implementation. State education officials and national education organizations' representatives we interviewed cited the need for more assistance from Education in explaining NCLBA's teacher requirements and identifying implementation strategies. Education has provided a range of assistance, such as site visits, Web-based guidance, and financial assistance, to help states implement the highly qualified teacher requirements. However, department coordination related to the implementation of NCLBA's teacher requirements for special education teachers has been limited.