High-Quality Teacher Workforce

Highly Qualified Teachers in Indiana


Research shows that an effective teacher is the single most important school-level factor impacting student achievement. A strong relationship exists between teacher characteristics, including degree levels, experience and subject and content knowledge.


There are already alternative pathways in place – alternate routes to teaching that are backed by research and have a good track record for meeting high professional standards and meeting teacher effectiveness. The adjunct permit/career specialist license removes the pedagogy component and dilutes the profession.


In 2003, Indiana received a B- for improving teacher quality in the Education Week Quality Counts report. Indiana was 6th in the U.S. (only South Carolina received a B+).

  • Indiana was one of only 12 states to report that 95 percent of its classes are taught by “high-quality teachers” as defined by the state.
  • The National Center for Education Statistics found that only 31.8 percent of Indiana public school teachers had just a bachelor’s degree compared to 52 percent nationally.
  • More than 63 percent of teachers held master’s degrees compared to 41.9 percent nationally.
  • Over 41 percent of teachers had over 20 years of experience compared to 29.8 percent nationally.
  • Only 11 percent of Indiana public school teachers had fewer than 3 years of experience.
  • 98 percent of teachers graduated from teacher education programs accredited by the National Council for Accreditation and Teacher Education. None of the programs were rated low-performing.
  • The Indiana Professional Standards Board required that anyone receiving a standard license must also pass a rigorous state subject test.
  • Less than 1 percent of Indiana teachers were not fully certified.
  • Indiana ranked in the top fifth of all states in having low percentages of out-of-field teachers.

Indiana already has the Transition to Teaching program – an alternative pathway that requires 18 hours of education courses for the secondary level and 24 hours for elementary.[1]


Since the “reforms” have quickly spread across the state, Ed Week’s Quality Counts ratings for Indiana have fallen in the teaching profession category. State policies have been a cause for the decline, and the adjunct permit under REPA 3 proposed licensure rules will further decrease standards rather than elevating the teaching profession.


[1]Molly Chaberlin, Jonathan Plucker and Ann Kearns. Indiana Education Policy Center, Indiana University. “Highly Qualified Teachers in Indiana,” Education Policy Briefs Vol. 1, No. 4 (2003).