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Alternative certifications have called into question the quality of teachers on provisional or emergency licensure (Rosenberg & Sindelar, 2005).\u00a0 Along with the review of teacher quality, a review of teacher attrition rates amongst these ARC certified teachers has been examined.\u00a0 While the definitions of attrition vary, Billingsley (1993) defined attrition as teachers who leave the teaching profession with no indication of return.\u00a0 There are multiple reasons that teachers leave the teaching field (Billingsley, 2004; Mastropieri, 2001; Gersten et al., 2001).\u00a0 However, the strongest indicator of special education teachers leaving the teaching field is certification status (Billingsley, 2004; Metzke, 1988; Lawrenson & MeKinnon, 1982; Brownell & Smith, 1992).\u00a0 Miller et al. (1999) reported that in their study of 1,000 Florida teachers, those identified as having emergency certification had a higher level or attrition than fully certified teachers.\u00a0 In their study of 20 first year special education teachers, Nougaret, Scruggs Mastropieri (2005) suggest that there is a correlation between emergency certified teacher perception of preparedness and their rates of attrition.\u00a0 Since teachers on provisional or emergency certification have not completed traditional special education teacher preparation programs, their perceived preparedness has a lasting impact on their job satisfaction and their decision to continue teaching (Brownell & Smith, 1992).<\/p>\n
Brownell, Smith, McNellis and Miller (1997) report that special education teacher turnover has devastating effect on establishing high quality education programs for students with disabilities.\u00a0\u00a0 Along with frequent teacher turnover, placing inadequately prepared special education teachers in classrooms has demonstrated a reduced achievement levels in students with disabilities (Darling-Hammond & Sclan, 1996).\u00a0 Researchers have used research in the field to demonstrate that teacher preparation does impact student\u2019s achievement (Billingsley and Bettini, 2017).\u00a0 Feng and Sass (2013) found that completing a traditional special education certification route (e.g. teacher preparation program) had substantial effects on improving students with disabilities academic gains.\u00a0 Researchers also indicated that special education teachers certified through traditional teacher preparation programs were more likely to apply pedagogical knowledge to instruction (Feng & Sass, 2013).\u00a0 This application of pedagogical knowledge, behavior management skills, content knowledge and individualization applied in instruction by fully certified teachers was significantly more effective that teachers certified through ARC programs (Rosenberg, Boyer, Sindelar, & Misra, 2007).<\/p>\n
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