Killexams FAR cheat sheets with Free sample questions.

killexams.com FAR real questions comprises of Complete Pool of Questions and Answers with cheat sheets confirmed and tried alongside references and clarifications (where relevant). We want to make you alright with your CPA Financial Accounting and Reporting information that you see all tips and deceives with our FAR exam prep.

Exam Code: FAR Practice exam 2022 by Killexams.com team
FAR CPA Financial Accounting and Reporting

Within the Blueprints, you will find the following information for each exam section:
Content organized by Area, Group and syllabu along with score weighting
Sample task statements that represent what you may be asked to do when testing
Skill levels at which tasks are tested
Reference materials that support the sample task statements
Number of item types you must complete (multiple-choice questions, task-based simulations and written communication tasks)
Score weighting of each item type

Content area allocation Weight
I. Conceptual Framework, Standard-Setting and Financial Reporting 25–35%
II. Select Financial Statement Accounts 30–40%
III. Select Transactions 20–30%
IV. State and Local Governments 5–15%

Each exam section is delivered in five smaller sections called testlets. Each testlet features different item types (see below) used to test your knowledge and skills. To learn more about how each section is organized, including when you can take a break, review the CPA exam structure.

Exam Item Types
You will be tested during the CPA exam using three types of test items that appear within specific testlets in each section.

Multiple-Choice Questions (MCQ)
The multiple-choice portions are presented in the first two testlets of each exam section.

Task-Based Simulations (TBS)
Task-based simulations are condensed case studies that test accounting knowledge and skills using real life, work-related situations. All task-based simulations are intended to assess knowledge and skills that are appropriate for an entry-level accountant. There are three TBS testlets in the AUD, FAR and REG sections, and two TBS testlets in the BEC section.

Written Communication Tasks
Written communication tasks appear only in the BEC section of the CPA Exam. For each of three written communication tasks, you must read a scenario and then write an appropriate document relating to the scenario. The instructions state what form the document should take (such as a memo or letter) and its focus. Your response should provide the correct information in writing that is clear, complete and professional.

Each of the four exam sections is broken down into five smaller sections called testlets. These testlets feature multiple-choice questions (MCQs) and task-based simulations (TBSs). In the case of BEC, you also have to complete three written communication tasks. The number of MCQs and TBSs tested varies depending upon the specific section taken. You will receive at least one research question (research-oriented TBS) in the AUD, FAR and REG sections. To complete them, you will have to search the related authoritative literature and find an appropriate reference.

cpa-exam-sections
Breaks
During each exam section, you will be offered a 15-minute break after the first TBS testlet. This is about midway through the section (two hours). You may accept this break and pause the exam timer or you may continue testing. To accept the break, click the “Take a Break” button. During this break, you must leave the testing room and follow all Prometric security rules. The exam timer will restart when the 15-minute break ends.

In addition to the 15-minute break, you may also take optional breaks after all other testlets but you cannot pause the exam timer. The timer will continue to run.

The Financial Accounting and Reporting (FAR) section of the Uniform CPA Examination (the Exam) assesses the knowledge and skills that a newly licensed CPA must demonstrate in the financial accounting and reporting frameworks used by business entities (public and nonpublic), not-for-profit entities and state and local government entities.
The financial accounting and reporting frameworks that are eligible for assessment within the FAR section of the exam include the standards and regulations issued by the:
• Financial Accounting Standards Board (FASB)
• U.S. Securities and Exchange Commission (U.S. SEC)
• American Institute of Certified Public Accountants (AICPA)
• Governmental Accounting Standards Board (GASB)
• International Accounting Standards Board (IASB)
A listing of standards and regulations promulgated by these bodies, and other reference materials that are eligible for assessment in the FAR section of the Exam are included under References at the conclusion of this introduction.
Content organization and tasks
The FAR section blueprint is organized by content AREA, content GROUP and content TOPIC. Each group or syllabu includes one or more representative TASKS that a newly licensed CPA may be expected to complete in practice.
Tasks in the FAR section blueprint are representative. The tasks are not intended to be (nor should they be viewed as) an all-inclusive list of tasks that may be tested in the FAR section of the Exam. Additionally, it should be noted that the number of tasks associated with a particular content group or topic is not indicative of the extent such content group, syllabu or related skill level will be assessed on the Exam. For example, the syllabu titled “Notes to financial statements” in Area I includes two tasks that are intended to encompass the required disclosures for any syllabu in the FASB Accounting Standards Codification, while the group titled “Leases” in Area III includes eight tasks that are limited to the accounting requirements in the Leases syllabu of the FASB Accounting Standards Codification. The number of tasks included in the blueprint for this

group and this syllabu is not intended to suggest that “Leases” are more significant to newly licensed CPAs or will be tested more than the “Notes to financial statements.” Similarly, examples provided within the task statements should not be viewed as all-inclusive.
Content allocation
The following table summarizes the content areas and the allocation of content tested in the FAR section of the Exam:
Overview of content areas
Area I of the FAR section blueprint covers FASBs Conceptual Framework, FASBs standard-setting process and several different financial reporting topics. The financial reporting courses include the following:
• General-purpose financial statements applicable to for-profit entities, not-for-profit entities and employee benefit plans under the FASB Accounting Standards Codification
• Disclosures specific to public companies including earnings per share and segment reporting under the FASB Accounting Standards Codification and the interim, annual and periodic filing requirements for U.S. registrants in accordance with the rules of the U.S. SEC
• Financial statements prepared under special purpose frameworks as described in AU-C Section 800 of the Codification of Statements on Auditing Standards Area II of the FAR section blueprint covers the financial accounting and reporting requirements in the FASB Accounting Standards Codification that are applicable to select financial statement accounts.
• To the extent applicable, each group and syllabu in the area is eligible for testing within the context of both for-profit and not-for-profit entities. – If significant accounting or reporting differences exist between for-profit and not-for-profit entities for a given group or topic, such differences are in representative not-for-profit tasks in the blueprint.
Area III of the FAR section blueprint covers the financial accounting and reporting requirements for select transactions that are applicable to entities under the FASB Accounting Standards Codification and the IASB standards. • The testing of content under the IASB standards is limited to a separate group titled, “Differences between IFRS and U.S. GAAP.”
• To the extent applicable, the remaining groups in the area are eligible for testing within the context of both for-profit and not-for-profit entities. – If significant accounting or reporting differences exist between for-profit and not-for-profit entities, such differences are in representative not-for-profit tasks in the blueprint.
Area IV of the FAR section blueprint covers GASBs conceptual framework as well as the financial accounting and reporting requirements for state and local governments under the GASB standards and interpretations.
Section assumptions
The FAR section of the exam includes multiple-choice questions, task-based simulations and research prompts. When completing questions in the FAR section of the Exam, candidates should assume that all of the information provided in each question is material. In addition, candidates should assume that each question applies to a for-profit business entity reporting under U.S. GAAP unless otherwise stated in the fact pattern for a question. For example, questions that apply to not-for-profit entities specify the nature of these entities
as “not-for-profit” or “non-governmental, not-for-profit.” Questions that apply to IFRS include phrases such as “under IFRS” or “according to IFRS.” Questions that apply to the state and local governments include phrases such as “local government,” “state,” “municipality” or “city.”
Skill allocation
The exam focuses on testing higher order skills. Based on the nature of the task, each representative task in the FAR section blueprint is assigned a skill level. FAR section considerations related to the skill levels are discussed below.
Skill levels
Evaluation The examination or assessment of problems, and use of judgment to draw conclusions.
Analysis
The examination and study of the interrelationships of separate areas in order to identify causes and find evidence to support inferences.
Application The use or demonstration of knowledge, concepts or techniques.
Remembering and Understanding The perception and comprehension of the significance of an area utilizing knowledge gained Remembering and Understanding tasks are in all four areas of the FAR blueprint. These tasks, such as identifying transactions and financial reporting requirements, frequently require newly licensed CPAs to demonstrate their comprehension of accounting concepts and standards. Area IV has the highest concentration of remembering and understanding tasks.
• Application tasks are in all four areas of the FAR blueprint. These tasks, such as preparing journal entries and financial statements, frequently require newly licensed CPAs to use accounting concepts and standards to measure and recognize financial statement amounts.
• Analysis tasks are in Area I, Area II and Area III of the FAR blueprint. These tasks, such as reconciling account balances, interpreting agreements and detecting financial reporting discrepancies, frequently require newly licensed CPAs to demonstrate a higher level of interpretation. Area I and Area II have the highest concentration of analysis tasks.
The representative tasks combine both the applicable content knowledge and the skills required in the context of the work that a newly licensed CPA would reasonably be expected to perform. The FAR section does not test any content at the Evaluation skill level as newly licensed CPAs are not expected to demonstrate that level of skill in regards to the FAR content.

CPA Financial Accounting and Reporting
AICPA Accounting exam format
Killexams : AICPA Accounting exam format - BingNews https://killexams.com/pass4sure/exam-detail/FAR Search results Killexams : AICPA Accounting exam format - BingNews https://killexams.com/pass4sure/exam-detail/FAR https://killexams.com/exam_list/AICPA Killexams : How to Change to Accounting Format in Excel

Shawn McClain has spent over 15 years as a journalist covering technology, business, culture and the arts. He has published numerous articles in both national and local publications, and online at various websites. He is currently pursuing his master's degree in journalism at Clarion University.

Sat, 21 Jul 2018 20:32:00 -0500 en-US text/html https://smallbusiness.chron.com/change-accounting-format-excel-28110.html
Killexams : Forensic Accounting and Fraud Examination No result found, try new keyword!Everyday across the world, thousands of businesses are victimized by fraud. Who commits these bad acts? Why? And, how? In this course we are going to help you answer the questions: who commits ... Wed, 15 Dec 2021 00:41:00 -0600 text/html https://www.usnews.com/education/skillbuilder/forensic-accounting-and-fraud-examination-0_469AxGCiEeWQAgqoue9YNw Killexams : AICPA Foundation awards minority doctoral students with a $12,000 fellowship

As part of the AICPA Fellowship for Minority Doctoral Students program, which strives to grow and diversify the educator pipeline in accounting programs, the AICPA Foundation offered 23 minority doctoral students a $12,000 fellowship. 

Established in 1922 to advance education and professional advancement in accounting, the AICPA Foundation has been supporting aspiring accountants through educational funding for students at all levels, from high school seniors to CPAs pursuing a Ph.D. The foundation created the fellowship over 50 years ago under the influence of John Carey, who worked as the AICPA's vice president and executive director, and often encouraged students from all backgrounds to become CPAs when he was a university professor. 

"Guided by a core ideology and principles, the foundation is committed to supporting and growing the next generation of CPAs through three primary focuses: accounting and education outreach, scholarships and fellowships and diversity and inclusion," said Jan Taylor, senior director of academic and student engagement at the AICPA. "We have made great strides encouraging and providing educational opportunities and promoting the hiring of high-potential minority accounting students over the past 50 years, but our work isn't finished. We still have a long way to go."

Christiana

Christiana Antwi-Obimpeh

Christiana Antwi-Obimpeh, who's a fellowship recipient this year, has always been an overachiever. Now entering her fourth year as a doctoral student at the University of Texas, San Antonio, Antwi-Obimpeh remembers her parents as hard-working individuals who always pushed her to reach her full potential. A valedictorian in high school, Antwi-Obimpeh distinguished herself as a gifted student before working in public accounting for four years and corporate accounting for seven years.

It was a difficult decision to leave a steady income to pursue a Ph.D., and the AICPA's decision to grant her the scholarship was a "great relief" for the Ohio-based professional. Naturally good at mathematics, Antwi-Obimpeh was always attracted by the problem-solving aspect of accounting, and her first class at Kent State University nurtured her interest in organizational misconduct and fraud. However, the future professor believed that the accounting profession was in need of people in academia, and that companies could benefit from her research. 

"I think there's a need to bridge the gap between how practitioners, businesses and other organizations interpret information and make decisions, versus what people who are impacted by them actually perceive," said Antwi-Obimpeh. "Academics can speak from a more analytical perspective and communicate to companies what can be improved, what can be capitalized upon, and what questions they should take the time to answer."

Antwi-Obimpeh has often seen a discrepancy between companies' rhetoric and the policies they actually enforced. She says that while firms should continue to have DEI councils and encourage minorities to pursue leadership positions, they should also spread their efforts to the recruiting process. Antwi-Obimpeh noticed that many businesses don't hire from Hispanic Serving Institutions like hers and, as a result, their workforce doesn't always reflect the communities they serve. She also thinks that students from underrepresented backgrounds are often barred from the accounting profession because they've never been exposed to those careers, and that's an opinion that Jose Nicolas Arguello also shares.

Arguello

Jose Nicolas Arguello

Currently studying at the University of Tennessee, Knoxville, for his doctorate, Arguello is a first-generation student who's also been selected as a fellowship recipient. He says that many minority students often turn away from accounting in the belief that it's a difficult and boring discipline that requires a lot of numbers. However, Arguello benefited from accounting learning and career opportunities during his undergraduate years, when the University of North Texas, which is an HSI, began its Accounting Scholars Program. In his opinion, it's initiatives like that or the AICPA's that promote the interest of minority students. 

"The AICPA and their donors are so incredibly generous with their Legacy Scholars Program, and it made a huge positive impact on me and the other hundreds of Legacy Scholars," said Arguello. "I think the AICPA and a lot of public accounting firms are doing a fantastic job with DEI in the profession."

Attributing most of his success to his mentors and family, Arguello hopes that other students will soon share his enthusiasm for the language of business, the stability of the profession and the opportunities that come with it. Planning to work for PwC in its audit and assurance practice and pursue his CPA licensure, Arguello wants to follow the Mendoza College of Business motto by growing "the good in business" and becoming a positive force in society.

Sat, 01 Oct 2022 03:44:00 -0500 en text/html https://www.accountingtoday.com/news/aicpa-foundation-awards-minority-doctoral-students-with-a-12-000-fellowship
Killexams : Quick Ratio Formula With Examples, Pros and Cons

What Is the Quick Ratio?

The quick ratio is an indicator of a company’s short-term liquidity position and measures a company’s ability to meet its short-term obligations with its most liquid assets.

Since it indicates the company’s ability to instantly use its near-cash assets (assets that can be converted quickly to cash) to pay down its current liabilities, it is also called the acid test ratio. An "acid test" is a slang term for a quick test designed to produce instant results.

Key Takeaways

  • The quick ratio measures a company's capacity to pay its current liabilities without needing to sell its inventory or obtain additional financing.
  • The quick ratio is considered a more conservative measure than the current ratio, which includes all current assets as coverage for current liabilities.
  • The quick ratio is calculated by dividing a company's most liquid assets like cash, cash equivalents, marketable securities, and accounts receivables by total current liabilities.
  • Specific current assets such as prepaids and inventory are excluded as those may not be as easily convertible to cash or may require substantial discounts to liquidate.
  • The higher the ratio result, the better a company's liquidity and financial health; the lower the ratio, the more likely the company will struggle with paying debts.

Understanding the Quick Ratio

The quick ratio measures the dollar amount of liquid assets available against the dollar amount of current liabilities of a company. Liquid assets are those current assets that can be quickly converted into cash with minimal impact on the price received in the open market, while current liabilities are a company's debts or obligations that are due to be paid to creditors within one year.

A result of 1 is considered to be the normal quick ratio. It indicates that the company is fully equipped with exactly enough assets to be instantly liquidated to pay off its current liabilities. A company that has a quick ratio of less than 1 may not be able to fully pay off its current liabilities in the short term, while a company having a quick ratio higher than 1 can instantly get rid of its current liabilities. For instance, a quick ratio of 1.5 indicates that a company has $1.50 of liquid assets available to cover each $1 of its current liabilities.

While such numbers-based ratios offer insight into the viability and certain aspects of a business, they may not provide a complete picture of the overall health of the business. It is important to look at other associated measures to assess the true picture of a company's financial health.

The higher the quick ratio, the better a company's liquidity and financial health, but it important to look at other related measures to assess the whole picture of a company's financial health.

Quick Ratio Formula

There's a few different ways to calculate the quick ratio. The most common approach is to add the most liquid assets and divide the total by current liabilities:

Quick   Ratio = “Quick   Assets” Current   Liabilities \begin{aligned}&\textbf{Quick Ratio}\mathbf{=}\frac{\textbf{``Quick Assets''}}{\textbf{Current Liabilities}}\end{aligned} Quick Ratio=Current Liabilities“Quick Assets”

Quick assets are defined as the most liquid current assets that can easily be exchanged for cash. For most companies, quick assets are limited to just a few types of assets:

Quick   Assets = Cash + CE + MS + NAR where: CE = Cash equivalents MS = Marketable securities NAR = Net accounts receivable \begin{aligned}&\textbf{Quick Assets}\mathbf{=}\textbf{Cash}\mathbf{+}\textbf{CE}\mathbf{+}\textbf{MS}\mathbf{+}\textbf{NAR}\\&\textbf{where:}\\&\text{CE}=\text{Cash equivalents}\\&\text{MS}=\text{Marketable securities}\\&\text{NAR}=\text{Net accounts receivable}\end{aligned} Quick Assets=Cash+CE+MS+NARwhere:CE=Cash equivalentsMS=Marketable securitiesNAR=Net accounts receivable

Depending on what type of current assets a company has on its balance sheet, a company may also calculate quick assets by deducting illiquid current assets from its balance sheet. For example, consider that inventory and prepaid expenses may not be easily or quickly converted to cash, a company may calculate quick assets as follows:

Quick   Assets = TCA Inventory PE where: TCA = Total current assets PE = Prepaid expenses \begin{aligned}&\textbf{Quick Assets}\mathbf{=}\textbf{TCA}\mathbf{-}\textbf{Inventory}\mathbf{-}\textbf{PE}\\&\textbf{where:}\\&\textbf{TCA}=\text{Total current assets}\\&\textbf{PE}=\text{Prepaid expenses}\end{aligned} Quick Assets=TCAInventoryPEwhere:TCA=Total current assetsPE=Prepaid expenses

Regardless of which method is used to calculate quick assets, the calculation for current liabilities is the same as all current liabilities are included in the formula.

Components of the Quick Ratio

Cash

Cash is among the more straight-forward pieces of the quick ratio. A company should strive to reconcile their cash balance to monthly bank statements received from their financial institutions. This cash component may include cash from foreign countries translated to a single denomination.

Cash Equivalents

Cash equivalents are often an extension of cash as this account often houses investments with very low risk and high liquidity. Cash equivalents often include but may not necessarily be limited to Treasury bills, certificates of deposits (being mindful of options/fees to break the CD), bankers' acceptances, corporate commercial paper, or other money market instruments.

In publication by the American Institute of Certified Public Accountants (AICPA), digital assets such as cryptocurrency or digital tokens may not be reported as cash or cash equivalents.

Marketable Securities

Marketable securities, are usually free from such time-bound dependencies. However, to maintain precision in the calculation, one should consider only the amount to be actually received in 90 days or less under normal terms. Early liquidation or premature withdrawal of assets like interest-bearing securities may lead to penalties or discounted book value.

Net Accounts Receivable

Whether accounts receivable is a source of quick, ready cash remains a debatable topic, and depends on the credit terms that the company extends to its customers. A company that needs advance payments or allows only 30 days to the customers for payment will be in a better liquidity position than a company that gives 90 days.

On the other hand, a company could negotiate rapid receipt of payments from its customers and secure longer terms of payment from its suppliers, which would keep liabilities on the books longer. By converting accounts receivable to cash faster, it may have a healthier quick ratio and be fully equipped to pay off its current liabilities.

The total accounts receivable balance should be reduced by the estimated amount of uncollectible receivables. As the quick ratio only wants to reflect the cash that could be on hand, the formula should not include any receivables a company does not expect to receive.

Current Liabilities

The quick ratio pulls all current liabilities from a company's balance sheet as it does not attempt to distinguish between when payments may be due. The quick ratio assumes that all current liabilities have a near-term due date. Total current liabilities are often calculated as the sum of various accounts including accounts payable, wages payable, current portions of long-term debt, and taxes payable.

Because prepaid expenses may not be refundable and inventory may be difficult to quickly convert to cash without severe product discounts, both are excluded from the asset portion of the quick ratio.

Quick Ratio vs. Current Ratio

The quick ratio is more conservative than the current ratio because it excludes inventory and other current assets, which are generally more difficult to turn into cash. The quick ratio considers only assets that can be converted to cash in a short period of time. The current ratio, on the other hand, considers inventory and prepaid expense assets. In most companies, inventory takes time to liquidate, although a few rare companies can turn their inventory fast enough to consider it a quick asset. Prepaid expenses, though an asset, cannot be used to pay for current liabilities, so they're omitted from the quick ratio.

Advantages and Limitations of the Quick Ratio

The quick ratio has the advantage of being a more conservative estimate of how liquid a company is. Compared to other calculations that include potentially illiquid assets, the quick ratio is often a better true indicator of short-term cash capabilities.

The quick ratio is also fairly easy and straightforward to calculate. It's relatively easy to understand, especially when comparing a company's liquidity against a target calculation such as 1.0. The quick ratio can be used to analyze a single company over a period of time or can be used to compare similar companies.

There are several downsides to the quick ratio. The financial metric does not deliver any indication about a company's future cash flow activity. Though a company may be sitting on $1 million today, the company may not be selling a profitable good and may struggle to maintain its cash balance in the future. There are also considerations to make regarding the true liquidity of accounts receivable as well as marketable securities in some situations.

Quick Ratio

Pros
  • Conservative approach on estimating a company's liquidity

  • Relatively straightforward to calculate

  • All components are reported on a company's balance sheet

  • Can be used to compare companies across time periods or sectors

Cons
  • Does not consider future cash flow capabilities of the company

  • Does not consider long-term liabilities (some of which may be due as early as 12 months from now)

  • May overstate the true collectability of accounts receivable

  • May overstate the true liquidity of marketable securities during economic downturns

Example of the Quick Ratio

Publicly traded companies generally report the quick ratio figure under the “Liquidity/Financial Health” heading in the “Key Ratios” section of their quarterly reports.

Below is the calculation of the quick ratio based on the figures that appear on the balance sheets of two leading competitors operating in the personal care industrial sector, P&G and J&J, for the fiscal year ending in 2021.

   (in $millions)   Procter & Gamble   Johnson & Johnson
  Quick Assets   (A)   $15,013   $46,891
  Current Liabilities   (B)   $33,132   $45,226
  Quick Ratio   (A/B)   0.45   1.04

With a quick ratio of over 1.0, Johnson & Johnson appears to be in a decent position to cover its current liabilities as its liquid assets are greater than the total of its short-term debt obligations. Procter & Gamble, on the other hand, may not be able to pay off its current obligations using only quick assets as its quick ratio is well below 1, at 0.45. This shows that, disregarding profitability or income, Johnson & Johnson appears to be in better short-term financial health in respects to being able to meet its short-term debt requirements.

Why Is It Called the Quick Ratio?

The quick ratio looks at only the most liquid assets that a company has available to service short-term debts and obligations. Liquid assets are those that can quickly and easily be converted into cash in order to pay those bills.

Why Is the Quick Ratio Important?

The quick ratio communicates how well a company will be able to pay its short-term debts using only the most liquid of assets. The ratio is important because it signals to internal management and external investors whether the company will run out of cash. The quick ratio also holds more value than other liquidity ratios such as the current ratio because it has the most conservative approach on reflecting how a company can raise cash.

Is a Higher Quick Ratio Better?

In general, a higher quick ratio is better. This is because the formula's numerator (the most liquid current assets) will be higher than the formula's denominator (the company's current liabilities). A higher quick ratio signals that a company can be more liquid and generate cash quickly in case of emergency.

Keep in mind that a very high quick ratio may not be better. For example, a company may be sitting on a very large cash balance. This capital could be used to generate company growth or invest in new markets. There is often a fine line between balancing short-term cash needs and spending capital for long-term potential.

How Do the Quick and Current Ratios Differ?

The quick ratio only looks at the most liquid assets on a firm's balance sheet, and so gives the most immediate picture of liquidity available if needed in a pinch, making it the most conservative measure of liquidity. The current ratio also includes less liquid assets such as inventories and other current assets such as prepaid expenses.

What Happens If the Quick Ratio Indicates a Firm Is Not Liquid?

In this case, a liquidity crisis can arise even at healthy companies—if circumstances arise that make it difficult to meet short-term obligations such as repaying their loans and paying their employees or suppliers. One example of a far-reaching liquidity crisis from recent history is the global credit crunch of 2007-08, where many companies found themselves unable to secure short-term financing to pay their immediate obligations. If new financing cannot be found, the company may be forced to liquidate assets in a fire sale or seek bankruptcy protection.

The Bottom Line

A company can't exist without cashflow and the ability to pay its bills as they come due. By measuring its quick ratio, a company can better understand what resources they have in the very short-term in case they need to liquidate current assets. Though other liquidity ratios measure a company's ability to be solvent in the short-term, the quick ratio is among the most aggressive in deciding short-term liquidity capabilities.

Mon, 20 Apr 2015 05:25:00 -0500 en text/html https://www.investopedia.com/terms/q/quickratio.asp
Killexams : CUET UG 2022: All you need to know about the exam format, history & concerns

The National Testing Agency (NTA) released results of the maiden Common University Entrance Test for Undergraduate (CUET-UG) admissions late on Thursday night with almost 20,000 candidates scoring 100percentile in around 30 subjects.

The union government had in March announced that it will conduct CUET-UG, in line with the National Education Policy (NEP) 2020, and made its score a mandatory yardstick for all central universities while keeping it optional for others.

At least 90 universities are participating in the CUET-UG this year.

While the NTA– an autonomous testing agency under the union ministry of education was entrusted to conduct the exam–, the higher education regulation University Grants Commission (UGC) worked as its nodal agency for the exam.

Also Read: CUET results: Social media users question delay

The debut edition of CUET-UG was conducted in six phases between July 15 and August 30 across 489 examination centres located in 259 cities across India and 10 cities abroad.

A total of 14,90,000 candidates had registered for the examination that witnessed 60% consolidated attendance in all six phases.

HT here explains the journey of CUET-UG 2022:

Origin of CUET

In 2010, the government had set up 12 new central universities across the country, and introduced a common entrance exam known as Central University Common Entrance Test (CUCET) for them. Till 2021, those 12 central universities, including central universities of Gujarat, Haryana, Kerala Jammu and Punjab, were conducting admissions through it.

Later in 2020, when NEP was launched, it envisaged a common entrance exam for all universities. To implement the policy recommendations, the UGC had in 2020 set up a seven-member committee headed by VC of Central University of Punjab, RP Tiwari, to prepare the modalities for the common entrance exam.

After several rounds of discussion. UGC submitted its recommendations in December 2020 and suggested implementing them from 2021-22.

However, the UGC had put it on hold in view of the challenges posed by the Covid-19 pandemic.

In March this year, UGC announced the implementation of the exam under the title CUET from the session 2022-23 and made it the sole criterion for admission to undergraduate courses in all central universities.

Until now, many universities were either enrolling students on the basis of their class 12 performance or were conducting their individual entrance exams.

Why a common entrance exam?

While introducing CUET-UG, the UGC had said it would reduce the burden of students. “The students right now are applying to different universities and appearing in different entrance exams for undergraduate admissions. At the same time, they also have to focus on their board exams to get 99% and 100% marks. We should not assume that all central universities were conducting admissions on the basis of class 12 marks. Many universities have already been conducting their individual entrance exams for undergraduate admissions. Multiple exams were causing a lot of stress not just among the students but also their parents,” UGC Chairperson M Jagadesh Kumar had said.

“Another reason why the NEP 2020 advocated for a ‘one nation one entrance exam’ is to provide equal opportunity to students from different backgrounds and different education boards. It will provide a kind of level playing ground for the students,” he had said.

The criticism

A section of students, parents, teachers and principal raised concerns over making CUET-UG the sole criteria for undergraduate admissions. They argued that not giving any weightage to class 12 marks in the admission process will make board exams “irrelevant”. Another criticism was on the syllabus of CUCET-UG as it was “strictly” based on NCERT syllabus. People questioned how it would provide equal opportunity to students from other boards, ISC or state boards. Lastly, there were apprehensions that CUET may also mutate into a coaching driven competition like most entrance exams are in the country.

Exam pattern

The CUET-UG was a computer-based exam and was conducted in multiple choice questions (MCQ) format. It was divided into four sections namely, I-A, I-B, II, and III. Section I-A and I-B consisted of language subjects. Section II was domain specific and section III was a general test.

A candidate was allowed to choose a maximum of any three languages from Section I-A and Section I-B together, and up to six domain subjects. It means, overall, candidates could take a test in a maximum of nine subjects, i.e., two languages + six domain specific subjects + one general test or three languages + five domain specific subjects + one general test.

The exam will be strictly based on the class 12 NCERT syllabus.

The hiccups

The exam, which was initially planned in two phases, had to be conducted in six phases due to multiple cancellations and postponement of papers after technical issues were reported at the examination centres. While the first phase was conducted in July, the remaining five phases were held throughout August. The initial phases of CUET were marred with technical and administrative glitches. While on August 4, all exams scheduled in the evening shift were cancelled at all 489 centres across the country, 50 and 53 centres were affected on August 5 and 6, respectively.

However, the NTA rescheduled exams for all affected students and extended the dates till August 30.

How CUET-UG was different from NEET, JEE?

In case of both, the National Eligibility Criteria Test (NEET) for admission to medical courses, and the Joint Entrance exam (JEE) for engineering admissions, there are no subject combinations. It is either Physics, Chemistry and Mathematics or Physics, Chemistry and Biology and everybody takes these combinations only.

However, in CUET-UG, each of the 1.49lakh candidates had applied for at least five universities choosing around 54,000 subject combinations. That makes CUET-UG a big exercise.

What next?

The NTA will provide universities with the CUET-UG scores of students who have applied for admission to that particular university. The universities will then prepare their individual cut-off list using those scores and conduct their counseling sessions for admission. Students will have to visit the admission portal of the universities they have applied for and complete the registration process.

Meanwhile, the government is likely to conduct CUET-UG twice next year– one in March-April and the other in November-December – to provide more opportunities to students.

Thu, 15 Sep 2022 23:38:00 -0500 en text/html https://www.hindustantimes.com/education/exam-results/cuet-ug-2022-all-you-need-to-know-about-the-exam-format-history-concerns-101663308537181.html
Killexams : Generally Accepted Auditing Standards: Definition, GAAS vs. GAAP

What Are Generally Accepted Auditing Standards (GAAS)?

Generally accepted auditing standards (GAAS) are a set of systematic guidelines used by auditors when conducting audits on companies' financial records. GAAS helps to ensure the accuracy, consistency, and verifiability of auditors' actions and reports. The Auditing Standards Board (ASB) of the American Institute of Certified Public Accountants (AICPA) created GAAS.

Understanding the Generally Accepted Auditing Standards

GAAS are the auditing standards that help measure the quality of audits. Auditors review and report on the financial records of companies according to the generally accepted auditing standards.

Auditors are tasked with determining whether the financial statements of public companies follow generally accepted accounting principles (GAAP). GAAP is a set of accounting standards that companies must follow when reporting their financial statements. Auditors review a company's financial numbers and accounting practices to ensure they're consistent and comply with GAAP. The Securities and Exchange Commission (SEC) requires that the financial statements of public companies are examined by external, independent auditors.

While GAAP outlines the accounting standards that companies must follow, GAAS provides the auditing standards that auditors must follow.

Key Takeaways

  • Generally accepted auditing standards (GAAS) are a set of principles that auditors follow when reviewing a company's financial records.
  • GAAS helps to ensure the accuracy, consistency, and verifiability of an auditors' actions and reports.
  • The generally accepted auditing standards (GAAS) are contained within three sections that cover general standards, fieldwork, and reporting.

Click Play to Learn What Generally Accepted Auditing Standards Are

Requirements for GAAS

Generally accepted auditing standards (GAAS) comprises a list of 10 standards, divided into the following three sections:

General Standards

  1. The auditor must have adequate technical training and proficiency to perform the audit.
  2. The auditor must maintain independence in mental attitude in all matters relating to the audit.
  3. The auditor must exercise due professional care in the performance of the audit and the preparation of the auditor's report.

Standards of Field Work

  1. The auditor must adequately plan the work and must properly supervise any assistants.
  2. The auditor must obtain a sufficient understanding of the entity and its environment, including its internal control, to assess the risk of material misstatement of the financial statements whether due to error or fraud, and to design the nature, timing, and extent of further audit procedures.
  3. The auditor must obtain sufficient appropriate audit evidence by performing audit procedures to afford a reasonable basis for an opinion regarding the financial statements under audit.

Standards of Reporting

  1. The auditor must state in the auditor's report whether the financial statements are presented in accordance with generally accepted accounting principles.
  2. The auditor must identify in the auditor's report those circumstances in which such principles have not been consistently observed in the current period in relation to the preceding period.
  3. If the auditor determines that informative disclosures in the financial statements are not reasonably adequate, the auditor must so state in the auditor's report.
  4. The auditor's report must either express an opinion regarding the financial statements, taken as a whole, or state that an opinion cannot be expressed. When the auditor cannot express an overall opinion, the auditor should state the reasons in the auditor's report. In all cases where an auditor's name is associated with financial statements, the auditor should clearly indicate the character of the auditor's work, if any, and the degree of responsibility the auditor is taking, in the auditor's report.
Sun, 02 Oct 2022 11:19:00 -0500 en text/html https://www.investopedia.com/terms/g/gaas.asp
Killexams : Final exam Guidelines

Final exam Schedule

The matrix is a grid of predetermined exam times for those classes that meet at regular block times during the semester. The day and time of the first class meeting during the week determine the date and time for each exam. Courses that meet outside the normal university block scheduling will be scheduled within the time block that best fits the schedule without creating conflicts for students

Exam times are as follows:

  • 8 – 11 a.m.
  • 11:30 a.m. – 2:30 p.m.
  • 3 – 6 p.m.
  • 6:30 - 9:30 p.m.

While exam blocks are three hours long, the real length of the exam is determined by the instructor.

If examination days are postponed because of weather conditions, the first make-up day is documented on the academic calendar.

Final "Common" Exams

Common Finals will need to be applied to all sections of a course not to individual instructors. For courses that are scheduled within the finals matrix, the timing of the final exam will be determined immediately (by the location in the matrix). For courses requesting a common final, scheduling will not be available until late mid semester. Treatment of course conflicts for common finals will follow current set of priorities (courses with large enrollments will be scheduled first).

Common exam Finals must be approved by the chair and the dean of the college and submitted to the Registrar's office. A multiple‐section course that has chosen to deliver a "common" final exam will be assigned to a common exam block. Students who are scheduled for two common exams at the same time should check with their instructors to see which exam has priority.

Course Examination Policies

Faculty are not required to administer cumulative final examinations and should assess their students as appropriate to their discipline and course content. Faculty who opt to administer final examinations must do so at the time and place specified by the Registrar's Office. Deadlines or due dates for final take-home examinations or final papers may not be earlier than the time that the Registrar's Office has scheduled the final examination for the course in question (although instructors may opt to allow such examinations or papers to be submitted early). Note: If an academic program requires that students take final examinations for accreditation purposes, faculty are expected to adhere to the requirements of their accrediting organization.

For any course with a final exam during the exam period, no hour-examination (or major paper or project) shall be administered or due during the last five academic days of the semester unless the college dean has allowed an exemption.

Examination Conflicts

In the event that a student has three (or more) finals scheduled on the same exam day, the student has the right to ask that a make up exam (or exams) be scheduled to reduce the number of exams in a given day to two. Under these circumstances, required courses take priority, so the student should make every effort to arrange the make-up exam for a non-required course with the respective instructor. Likewise, in the event that a student has two finals scheduled in the same exam period, the required course takes priority; the student should schedule a make-up exam for the non required conflicting course with the respective instructor. If for any reason a mutually agreeable solution between the student and the instructor cannot be achieved, the student should see his or her college dean immediately.

Final Exams for Hybrid and Virtual Class Sections

Exams (including final exams) for fully virtual classes should be administered virtually, as that is the modality which students selected. Exceptions to hold on-campus exams require deans' approval.  An email (noting the approval) should be sent by email to: scheduling@uml.edu so that the exam location may be updated – exceptions are subject to room availability. If approved, faculty must indicate the alternate exam format in their course syllabus and accommodate students who are unable to attend in-person exams.

If a class section is hybrid (includes both an in-person meeting and either an online or virtual meeting pattern), then the final exam will be assigned as in-person, but the instructor may request the final exam to be virtual/online depending on the modes of instruction of the hybrid section. Hybrid courses also include courses that have more than one component with different modes of instruction (i.e., the lecture portion is virtual, but the recitation is in-person) and the instructor may decide whether or not the final exam is in-person in this scenario as well. Any requests for final exam updates should be sent by email to: scheduling@uml.edu.

Thu, 26 Feb 2015 17:42:00 -0600 en text/html https://www.uml.edu/Registrar/Schedules/final-exam-guidelines.aspx
Killexams : AICPA receives a $120K grant for Maryland apprentices

The American Institute of CPAs received a $120,000 grant from the Maryland Department of Labor to expand its Registered Apprenticeship for Finance Business Partners in the state.

More than 12,000 apprentices are registered in the state's apprenticeship and training program, and the funds will be used to cover the training of 25 new apprentices at a  minimum. The program provides a new point of entry for aspiring professionals in finance or accounting as well as talent retention and diversification for employers. 

"Since day one, Governor [Larry] Hogan has been focused on utilizing common sense solutions to grow and expand economic opportunities for all Marylanders," said Maryland Secretary of Labor Tiffany Robinson in a statement. "His steadfast support for Registered Apprenticeship has allowed Maryland labor to not only grow the number of apprentices in our state to a historic level, but also to grow and diversify the industries and occupations that are served by our successful apprenticeship system. Our partnership with the AICPA is a continued step in the right direction."

Through the apprenticeship, candidates will gain access to paid job training, on-site mentorship and possible financial incentives to reduce company expenses. Registered apprentices can also access online learning via the AICPA's CGMA Finance Leadership Program. 

"The battle for talent is increasing, making the need for more skilled accounting and finance talent even more pressing," said Tom Hood, executive vice president of business engagement and growth at the AICPA, in a statement. "Our apprenticeship combines a world-class learning program with mentorship and on-the-job training, which helps employers recruit and grow their own, providing the kind of workplace the 21st-century workforce expects — diverse, inclusive, collaborative and innovative."

The first of its kind for accounting and finance, the AICPA's apprenticeship program is a flexible, skills-based initiative that is available to new hires, incumbent employees as well as those seeking an associate or bachelor's degree. 

"Apprenticeships offer an opportunity to 'earn while you learn,' meaning that employees study the CGMA Finance Leadership Program and receive on-the-job training while also earning a living," said Joanne Fiore, vice president of pipeline and apprenticeships of CGMA Americas at the AICPA association, in a press release. "And apprenticeships help build a more inclusive accounting and finance team by widening the aperture of candidates to consider. Not every candidate has to have all the skills, experience and education up front, because the apprenticeship provides the opportunity to gain them." 

Maryland is the first state in which the AICPA has registered its apprenticeship and the organization has partnered with the Maryland Association of CPAs to promote the program and expand it across the state. 

"This apprenticeship is an exciting partnership with the AICPA and the state of Maryland to support more Marylanders, both those seeking to enter the accounting and finance profession and those businesses in need of more talent in this critical area," said MACPA CEO Rebekah Brown in a statement.

Senior Reporter, Accounting Today

Thu, 22 Sep 2022 01:11:00 -0500 en text/html https://www.accountingtoday.com/news/aicpa-receives-a-120k-grant-for-maryland-apprentices
Killexams : Licensure and Certification Disclosures

Alabama

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Education Leadership* (*AL professional leadership certificate-Class A 30-credit masters’ degree and completion of a state-approved approach to certification), MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Secondary Education with STEM Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration 

State Specific Requirements

Alabama participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include documentation of meeting comparable test requirements. Educational administration and instructional support applicants must meet specific experience requirements.

For MEd students - Alabama does not recognize "endorsements". A person may seek additional certification in certain fields if they; 1) currently hold an Alabama Professional Educator Certificate in a teaching field; AND 2) verifies 2-yrs classroom teaching experience in grades P-12; AND 3) passes the appropriate Alabama prescribed Praxis subject area test.

Learn more about Alabama state board teaching certification requirements.


Alaska

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students - If an endorsement is completed outside of Alaska, the applicant must be eligible to gain a comparable endorsement or certificate, including any required testing, for that state. This method requires two years of teaching experience in the content area and passing scores on the endorsement-related content area exam. Only where content area exam(s) have been identified may endorsements be added with this method.

Learn more about Alaska state board teaching certification requirements.


Arizona

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Arizona state board teaching certification requirements.


Arkansas

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students – When coursework has been completed through an out-of-state university, the area must first be applied to the out-of-state license.

Learn more about Arkansas state board teaching certification requirements.


California

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

BA Middle School Mathematics, BA Middle School Science, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about California state board teaching certification requirements.


Colorado

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Colorado participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements for applicants with less than 3-years' experience include: 1. Educator preparation program approval from an accredited institution; 2. Degree in content area; 3. Supervised student teaching or internship experience; 4. State-approved alternative educator prep program.

SNHU has not completed the program approval process in Colorado.

Learn more about Colorado state board teaching certification requirements.


Connecticut

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Connecticut participates in the NASDTEC Interstate Agreement and jurisdiction-specific requirements for an inexperienced teacher with less than 30 months of experience within the past 10 years under an appropriate certificate include: 1. Documentation of completion of a bachelor's degree from an accredited college/university; 2. Recommendation from state-approved teacher preparation program documenting completion of a program; 3. Verification of appropriate experience under a teaching certificate from the district(s) where service was provided (if applicable); 4. Copy of an appropriate certificate covering service time (if applicable); and 5. Successful passage of state-adopted or equivalent out-of-state assessments (unless exempted per statute).

For MEd students – Applicants requesting endorsements to serve as an intermediate administrator or supervisor, a superintendent of schools, or a practicing and language arts consultant must complete a state-approved planned program of educator preparation at an accredited college or university, leading to a formal institutional recommendation for certification.

The SNHU School of Education works with students to ensure the coursework requirements in Connecticut are met.

Learn more about Connecticut state board teaching certification requirements.


Delaware

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Delaware state board teaching certification requirements.


District of Columbia

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd Leadership

Learn more about District of Columbia state board teaching certification requirements.


Florida

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Florida state board teaching certification requirements.


Georgia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Georgia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Moral fitness or character; 2. Acceptable license, as determined by our agency; 3. Assessments; 4. Experience; 5. Course in exceptionalities for certain fields.

For MEd students – Endorsements can only be added from Georgia approved programs.

SNHU has not completed the program approval process in Georgia.

Learn more about Georgia state board teaching certification requirements.


Hawaii

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Special Education

Learn more about Hawaii state board teaching certification requirements.


Idaho

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students – Endorsements can only be added from Idaho approved programs.

Learn more about Idaho state board teaching certification requirements.


Illinois

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Illinois participates in the NASDTEC Interstate Agreement and provides a Professional Educator License (PEL) Checklist for Out of State Applicants which states that upon evaluation, additional documentation may be requested by the Illinois State Board of Education (ISBE) prior to the license being issued. The process includes creating an account; consideration for all areas listed on the valid, comparable out of state license; official transcript; and a copy of the valid out of state license. School support personnel (except for school nurse) and administrative endorsements require completion of a master's degree or higher.

Learn more about Illinois state board teaching certification requirements.


Indiana

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Indiana participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include content and pedagogy tests, current CPR/AED/Heimlich certification and suicide prevention training. Once requirements are met, a 2-year license is issued.

For MEd students – Endorsements can only be added from Indiana approved programs.

Learn more about Indiana state board teaching certification requirements.


Iowa

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

Iowa participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing; 2. Specific coursework; 3. Program approval (state-approved).

For MEd students – Endorsements from out-of-state programs require a transcript review and are decided on a case-by-case basis.

SNHU has not completed the program approval process in Iowa.

Learn more about Iowa state board teaching certification requirements.


Kansas

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Kansas participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Valid license; 2. Recency, which equals credit hours or experience within the last 6 years; 3. Testing – similar out-of-state tests accepted.

For MEd students – Endorsements can only be added from Kansas approved programs.

SNHU is unable to determine the similarity of out-of-state tests.

Learn more about Kansas state board teaching certification requirements.


Kentucky

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Kentucky participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. GPA; 2. Mentoring, student teaching or practicum in teacher prep program; 3. Look for approved, accredited teacher-prep program; 4. Holds or has held a valid certificate from state where teacher program was completed; 5. Post-baccalaureate coursework or degrees for advanced level certification; 6. Moral character and fitness; 7. Assessments for new teachers.

For MEd students – Endorsements can only be added from Kentucky approved programs.

SNHU has not completed the program approval process in Kentucky.

Learn more about Kentucky state board teaching certification requirements.


Louisiana

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Special Education

State Specific Requirements

For MEd students – Endorsements from out-of-state programs require a transcript review and are decided on a case-by-case basis.

Learn more about Louisiana state board teaching certification requirements.


Maine

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Maine participates in the NASDTEC Interstate Agreement and has the Jurisdiction-specific requirement of specific coursework.

The SNHU School of Education works with students to ensure the coursework requirements in Maine are met.

Learn more about Maine state board teaching certification requirements.


Maryland

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Maryland participates in the NASDTEC Interstate Agreement, however, it only has full reciprocity for approved out-of-jurisdiction teacher preparation programs. Jurisdiction-specific requirements include: 1. Required degree (transcript); 2. Tests; 3. License; 4. Verification of satisfactory experience less than 3 years.

SNHU has not completed the program approval process in Maryland.

Learn more about Maryland state board teaching certification requirements.


Massachusetts

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Massachusetts participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Passing the Communication & Literacy MTEL test; 2. Passing any subject matter MTEL test(s.; 3. For core academic licenses, possession of a Sheltered English Immersion (SEI. Endorsement. SEI is required for an Initial (level 3. license, those that pass the test can get a preliminary (level 1. license and advance when they earn SEI.

The SNHU School of Education works with students to help them identify which MTEL exams they need to take that meet both the New Hampshire and Massachusetts testing requirements since Massachusetts does not recognize Praxis, however the New Hampshire Department of Education recognizes MTEL exams in lieu of Praxis.

Learn more about Massachusetts state board teaching certification requirements.


Michigan

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Michigan state board teaching certification requirements.


Minnesota

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Minnesota only requires the passing of content and pedagogy exams for individuals licensed based on teacher preparation from another state. For some licensure areas, specifically in low-incidence special education fields, the content exam taken outside of Minnesota may meet our requirement. Additionally, an individual with a professional license from another state that has not completed teacher preparation, may meet the requirements of a Minnesota Tier 3 license if they also have 2 years of teaching experience.

Learn more about Minnesota state board teaching certification requirements.


Mississippi

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Mississippi state board teaching certification requirements.


Missouri

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration

Learn more about Missouri state board teaching certification requirements.


Montana

Education Programs that Meet the Requirements

BA Elementary Education

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd in Secondary Education with STEM Education; MEd Leadership

State Specific Requirements

Montana participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: PRAXIS II scores, degrees, character and fitness, and credit count if not CAEP/NCATE approved EPP.

The SNHU Elementary Education program is CAEP accredited.

Learn more about Montana state board teaching certification requirements.


Nebraska

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Nebraska participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Content test; 2.Human relations course; 3. Special education course; 4. Valid certificate from other state; 5. Transcripts and institutional verification by college of endorsement; 6. Fingerprint clearance.

Learn more about Nebraska state board teaching certification requirements.


Nevada

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Nevada state board teaching certification requirements.


New Hampshire

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Early Childhood Special Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd Leadership CINADM, MEd Leadership in Curriculum Administration, MEd Leadership in School Administration, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about New Hampshire state board teaching certification requirements.


New Jersey

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about New Jersey state board teaching certification requirements.


New Mexico

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

New Mexico participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Bachelor's degree or higher; 2. Completion of a standard or alternative educator preparation program; 3. Current license; 4. Must take New Mexico assessments if they have not used their license to teach in another state.

Learn more about New Mexico state board teaching certification requirements.


New York

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

New York participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Must have completed a comparable state approved program in the subject and grade level; 2. Bachelor's degree; 3. Undergraduate GPA of 2.5; 3. Paid full-time experience of 3 years within the last 5 years in the cert area and grade level; 4. New York State exams and workshops; 5. Moral character.

SNHU has not completed the program approval process in New York.

Learn more about New York state board teaching certification requirements.


North Carolina

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Special Education

State Specific Requirements

North Carolina participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: Completion of an approved educator preparation program.

SNHU has not completed the program approval process in North Carolina.

Learn more about North Carolina state board teaching certification requirements.


North Dakota

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about North Dakota state board teaching certification requirements.


Ohio

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Ohio participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing or other forms of assessment; 2. Supervised and evaluated pre-service or professional experience; 3. Program approval comparability.

SNHU has not completed the program approval process in Ohio.

Learn more about Ohio state board teaching certification requirements.


Oklahoma

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Oklahoma state board teaching certification requirements.


Oregon

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Oregon participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Bachelor's degree; 2. An active, valid license from the state where teacher preparation was completed; 3. Fingerprint-based background check; 4. Content area assessment; 5. The Protecting Student and Civil Rights in the Educational Setting requirement; 6. Official transcripts.

Learn more about Oregon state board teaching certification requirements.


Pennsylvania

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Pennsylvania participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Grade point average; 2. Content assessment(s); 3. Basic skills if undergraduate; 4. GMC questions; 5. State-approved program

SNHU has not completed the program approval process in Pennsylvania.

Learn more about Pennsylvania state board teaching certification requirements.


Rhode Island

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Rhode Island participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing; 2. Program approval comparability; 3. Valid teaching license.

SNHU has not completed the program approval process in Rhode Island.

Learn more about Rhode Island state board teaching certification requirements.


South Carolina

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

South Carolina participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Valid Stage 1 or 2 license; 2. Passing score on a content examination; 3. Clear federal and state background reports; 4. Comparable area of certification.

Learn more about South Carolina state board teaching certification requirements.


South Dakota

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Reading, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

M.Ed. in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

South Dakota participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing (Praxis); 2. Educational program comparability; 3. State statutorily required coursework; 4. Moral fitness; 5. Citizenship; 6. Valid experience in classroom; 7. Valid license in other state ; 8. Post-baccalaureate coursework/degrees; 9. National Board Certification; 10. Pedagogy verification.

SNHU has not completed the program approval process in South Dakota.

Learn more about South Dakota state board teaching certification requirements.


Tennessee

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Tennessee state board teaching certification requirements.


Texas

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Texas participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Completion of a state-approved preparation program; 2. Minimum of a bachelor's degree issued by an accredited institution of higher education; 3. Issuance of a standard certificate by the state department of education.

SNHU has not completed the program approval process in Texas.

Learn more about Texas state board teaching certification requirements.


Utah

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Reading

State Specific Requirements

Utah participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Passage of the appropriate Utah approved content knowledge assessment at Utah's established passing score OR passage of a reasonably equivalent assessment used for this purpose by another state; 2. Content and pedagogy coursework reasonably equivalent to Utah's required coursework; 3. Completion of some type of student teaching, internship or employment placement.

SNHU has not completed the program approval process in Utah.

Learn more about Utah state board teaching certification requirements.


Vermont

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements 

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

Learn more about Vermont state board teaching certification requirements.


Virginia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements 

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

Virginia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Be at least 18 years of age; 2. The appropriate fees as determined by the Virginia Board of Education and complete the application process; 3. Have earned a baccalaureate degree; 4. Possess good moral character and be free of conditions outlined in Part VII (8VAC20-23-720 et seq.) in the Licensure Regulations for School Personnel; 5. Official student transcripts; 6. Out-of-state license(s), the endorsement area and any additional documentation received with the license(s); 7. Certification of Child Abuse and Neglect Recognition and Intervention Training. An individual may request a waiver must submit a “Request for a Waiver Form”; 8. Individuals seeking initial licensure shall complete awareness training on the indicators of dyslexia, as that term is defined by the Board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia; 9. Individuals Seeking an Initial License with Endorsement(s) in an Area of Career and Technical Education: Industry Certification Credential (Career and Technical Educators Only); 10. Individuals Seeking an Initial License with an Endorsement as a School Counselor: Training in the Recognition of Mental Health Disorder and Behavioral Distress (School Counselors Only); 11. Individuals seeking initial licensure with an endorsement as a school counselor must include verification of this statutory required training in the recognition of mental health disorder and behavioral distress, including depression, trauma, violence, youth suicide and substance abuse. Refer to Superintendent’s Memo #313-17 for additional information on training options to meet this requirement; 12. Effective August 23, 2019, a school leader's licensure assessment prescribed by the Virginia Board of Education shall be met for all individuals who are seeking an endorsement authorizing them to serve as principals and assistant principals in the public schools; 13. Every teacher seeking an initial license in the Commonwealth with an endorsement in the area of career and technical education shall have an industry certification credential, as defined in 8VAC20-23-10, in the area in which the teacher seeks endorsement. If a teacher seeking an initial license in the Commonwealth has not attained an industry certification credential in the area in which the teacher seeks endorsement, the Virginia Board of Education may, upon request of the employing school division or educational agency, issue the teacher a provisional license to allow time for the teacher to attain such credential.

Learn more about Virginia state board teaching certification requirements.


Washington

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Washington participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Transcripts showing bachelor's or higher degree; 2. Verification of teacher preparation program completion; 3. Basic skills and endorsement area testing; 4. Fingerprinting submitted to Washington State Patrol and FBI for background check.

Learn more about Washington state board teaching certification requirements.


West Virginia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

West Virginia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements if licensed in another state include: 1. Minimum grade point average; 2. Official transcripts; 3. graduation from an accredited institution of higher education; 4. Student teaching experience or equivalent documented experience.

Learn more about West Virginia state board teaching certification requirements.


Wisconsin

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Wisconsin participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include the following: 1. Teachers can bypass jurisdiction-specific requirements if they have a valid license from another jurisdiction and one-year of licensed experience; 2. Teachers who hold a valid license from another jurisdiction but do not have a year of licensed experienced are strongly encouraged to obtain the experience on a 1-year Wisconsin license and then apply for a 3-year provisional license, which leads to a lifetime license.

Learn more about Wisconsin state board teaching certification requirements.


Wyoming

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Wyoming state board teaching certification requirements.


All jurisdictions that participate in the NASDTEC Interstate Agreement may choose to have additional requirements for educators who are coming from another jurisdiction. The additional requirements are known as "Jurisdiction Specific Requirements" (JSRs). When applicable these are noted in the State Specific Requirements column.

Thu, 30 Jul 2020 16:51:00 -0500 en text/html https://www.snhu.edu/consumer-information/state-authorizations/licensure-and-certification-disclosures
Killexams : Department of Mathematics and Philosophy

ALEKS exam Format and Description

Exam Format

The math placement/assessment is an online test which covers a broad spectrum of courses from basic math through precalculus. The ALEKS system is fully automated and the assessment is adaptive.

ALEKS avoids multiple-choice questions and instead uses flexible and easy to use answer input tools that mimic what would be done with paper and pencil (free-response environment).

When a student first logs on to ALEKS, a brief *tutorial shows how to use the following ALEKS answer input tools:

  1. how to enter answers
  2. how to use the graphing utilities
  3. how to use the built-in calculator that will be offered when appropriate.

*Take your time with this tutorial and be sure you understand how these features work.

Exam Description

Each assessment process consists of 20-30 questions and should take around two hours to complete. The exact number of questions will vary due to the adaptive mechanism. It will be 30 questions and only shorter if the student starts to consistently answer “I don’t know.” It is likely that students will be asked questions on material they have not yet learned. On such questions, it is appropriate to answer, "I don't know" (and is interpreted that the syllabu is not familiar to the student).  If students think they might know how to solve a question, they should try and answer the question. 

The first questions will be drawn from across the curriculum. Based on the previous answer to a question, the next question ALEKS presents, has a 50/50 chance of being answered correctly.  As the assessment proceeds, students' answers will be used to deliver the system information about the student's math knowledge, and it will gradually focus the questioning in an individually appropriate way.

Sun, 16 Aug 2020 08:52:00 -0500 en text/html http://www.wiu.edu/cas/mathematics_and_philosophy/placement/aleks_exam_format.php
FAR exam dump and training guide direct download
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