Demographic profile and survey of alternatively certified Texas music educators: Experiences, perceptions, and policy implications

This study compiled a demographic profile of individuals who completed alternative route certification (ARC) programs in music education in Texas during the 2002-2012 school years (N = 1200). Additionally, a survey was administered to ARC-prepared music educators in Texas regarding their experiences and perceptions (n = 214). Socio-demographics were compared across the three alternative route types available in the state: those provided by institutions of higher education, local and regional educational agencies, and corporations. Significant variations were found between the race/ethnicity and gender distributions of the route types as well as systematic variation of gender across racial groups. Patterns of employment were considered according to demographic variables. Salient findings include higher rates of employment for minority ARC completers and significantly lower rates of employment for White females. Alternatively certified music teachers hold teaching positions in all grade levels and teach in all common subject areas of public school music education. The distribution of employed teachers ( n = 849) was considered according to the urbanicity of employing district and the proportion of students labeled as economically disadvantaged and compared to the distribution of music teaching positions statewide. ARC trained music teachers were found to be disproportionately likely to teach in Major Urban districts, to be employed by charter schools, and to work in districts with at least 70% of students labeled as economically disadvantaged. The mean proportion of students classified as economically-disadvantaged in districts employing alternatively certified music educators (M = 64.30%; SD = 22.17%) is significantly higher than that of the average teaching music teaching position in Texas (M = 58.33%; t = 7.68; p < 0.0001). ARC program features reported by survey respondents varied widely, with limited student teaching, subject-specific coursework, and mentorship provided to candidates. Most survey respondents have earned degrees in music, most often in performance. Participants reported experiencing a range of positive and negative consequences as a result of their choice of route. Findings and implications are considered for a range of teacher education stakeholders using a policy analysis framework emphasizing the role market failures and social welfare concerns play in policy decisions.