In an effort to address California’s ongoing teacher shortage, the process of becoming a teacher
has been made easier for those who are preparing to apply to teaching credential programs.
While this approach might go as far as filling the need, it raises crucial questions: Are we
sacrificing quality for quantity? And how might this affect future generations?
Previously, the GPA requirement to enter a Multiple Subject Teaching Credential Program at
CSUSB was 2.75, but it has since been lowered to 2.5 to accommodate applicants who could not
meet the original requirement. Even if students don’t have a 2.5, there is a way for them to still
be eligible for the program. As long as their last 60 completed units state that they are at a 2.7,
they can be eligible regardless of the subject area. If students struggle to even meet these adjusted academic standards, it raises concerns about the level of preparedness of these students entering the credential program and potentially the poor quality of education our future generations will receive.
In the past, applicants to the credential program were required to take the CBEST–a three-part
exam that tests in reading, writing, and math–to demonstrate that they meet the basic skills
requirements. However, when the state of California noticed a significant number of students
failed to pass the exam, the state created a new alternative. As long as they received a B- or
better in a reading, writing, and math course, they can fulfill the basic skills requirement. Despite
this change, applicants continued to fail to meet the new standard. This alternative weakens the
credentialing process by lowering standards and allowing candidates who don’t have the basic
skills needed to teach effectively. As a result, on July 1, 2024, Governor Gavin Newsom signed a bill allowing applicants to fulfill the basic skills requirement by simply holding a bachelor’s degree from an accredited university, regardless of when it was earned.
If applicants struggle to receive a grade higher than a B- in fundamental subjects such as reading,
writing, and math, it raises valid concerns for parents about the quality of education their child
will receive. Reading, writing, and math are subjects the applicants will be expected to teach, and
if they’re having a difficult time achieving competence in these courses, how can we reasonably
expect them to pass on that knowledge to our next generation? All children must receive a high-quality education, which begins with prepared teachers. For the sake of future generations, credential programs should remain cautious about the qualifications they expect from those they are entrusting with their children’s education.
The Multiple and Single Subject Teaching Credential Programs at CSUSB have lowered their
admission requirements over the years, and this should concern us all. Yes, the path to becoming
a teacher, or more specifically, being accepted into a Teaching Credential Program, has been
made easier, but at what cost? Decisions like these continue to strip away the very standards that once made these programs of high-quality education. It doesn’t just make the application process easier for applicants, it signals a need to reflect on the quality of teachers we are entrusting with shaping future
generations. It is no longer an education issue; it is now a future of our state issue.
