The question of whether teachers should have to pass a standardized test is gaining renewed attention in South Dakota, where persistent teacher shortages — particularly in rural and tribal schools — are prompting state education officials to consider alternative certification pathways. The debate centers on the Praxis Series, a set of exams that has been required for teacher licensure in the state since 2005, and whether it creates an unnecessary barrier for talented candidates, especially those from Native American communities.
State Education Secretary Joe Graves recently brought the issue before the Indian Education Advisory Council, seeking input on possible changes. While no timeline has been set, the discussion highlights a growing tension between maintaining professional standards and addressing the urgent need for qualified teachers in underserved areas.
The scope of the shortage
Statewide, teacher vacancies have decreased from a high of 410 in 2023 to 290 currently, but the distribution is uneven. Rural and tribal districts such as Sisseton, Todd County, and Oglala Lakota schools continue to struggle. Data from the 2019–2025 school years show that these three districts reported average full-time staff vacancies of 2.64, 3.83, and 7.23 respectively, compared to a statewide average of just 0.59 vacancies per district. The disparity underscores a systemic problem: while some areas have relatively stable teacher workforces, others face chronic shortages that disrupt student learning.
Graves noted that the education system is particularly lacking teachers with Native American cultural backgrounds, even as the number of overseas-hired teachers in South Dakota has risen to 446. These international educators are often highly qualified, but many local observers find it frustrating that local candidates cannot fill the roles. In some districts, the gap is being filled by long-term substitutes who may lack formal training, raising concerns about educational quality.
The Praxis barrier
The Praxis exam is designed to test academic skills and subject knowledge. According to state data, about 61% of all candidates pass the certification exam each year. However, the pass rates vary dramatically by race: a 2019 study found that 75% of white candidates passed, compared to 33% of Black candidates, 56% of Latino candidates, and just 30% of candidates from other races, which includes Native Americans. These disparities have persisted for years, and research suggests they may stem from unequal educational opportunities earlier in life, as well as potential cultural bias in the test questions or administration.
For many aspiring teachers of color, the cost of the test — several hundred dollars — and the prospect of retaking it after a failure are significant deterrents. As a result, the Praxis exam has been described as a “barrier” to diversifying the teaching workforce, a concern that Secretary Graves acknowledged during the advisory council meeting.
“Willing, educated teachers with relevant cultural backgrounds — particularly Native American teachers — are especially in need but are often failing the licensing exam,” Graves said. “Meanwhile, we’re replacing them with people not just lacking their cultural background, but people we’re recruiting from across the Pacific Ocean.”
Portfolio-based alternatives
To address these challenges, Sherry Johnson, education director for the Sisseton-Wahpeton Oyate Tribe, partnered with the national nonprofit Leadership for Education Equity to study alternative certification models. Research fellow Diana Martinez presented her findings to Graves in June, recommending a portfolio-based approach. In such a system, candidates would document their teaching skills through lesson plans, student assessments, videos of their instruction, and professional development activities, rather than taking a single high-stakes test.
Martinez emphasized that the goal is not to lower standards. “We don’t want to produce something to make it easier to be a teacher,” she said. “We want them to go into this having the right skills. This is supposed to be rigorous still. If you make it easier, you won’t get the results you want.”
Several other states have already implemented similar alternative pathways. California, Minnesota, and New Mexico, for instance, have seen increased certification and retention rates among teachers after introducing portfolio or performance-based assessments. In New Mexico, the alternative route has been particularly successful in bringing more Native American and Hispanic teachers into the classroom. These examples provide a roadmap for South Dakota, though Graves cautioned that he is “very hesitant” to relinquish the “rigor” of the test.
“If we give it up, we’ve lost something in the profession,” Graves said. “And I also think if we keep holding to this standard, we’re driving, say, five teachers out of the profession a year who are particularly well suited to teach at certain schools in the state. That’s a loss as well.”
The search for a middle ground
Graves suggested that the department is exploring temporary or targeted modifications. For example, certification requirements could be relaxed for school districts with severe teacher shortages or high poverty rates. This approach would aim to address the immediate crisis without permanently altering the statewide standard. “How do we address what we hope is a short-term problem of the teacher shortage without creating a long-term liability for the profession?” he asked.
The advisory council members were divided on the issue. Megan Deal, a teacher from Pierre, argued in favor of keeping the exam, drawing analogies to other professions. “We want highly qualified teachers in our state,” Deal said. “Are our lawyers not going to have to take the bar anymore? Are doctors not going to have to take anything? Yes, it breaks my heart if they keep failing it, but we’ve all had to pass it to get our teaching certificate.”
Notably, South Dakota already allows an alternative route to the legal profession: law school graduates selected for a pilot program can become licensed after two years of full-time public service employment and a portfolio review. This precedent suggests that the state is open to non-traditional pathways in other fields, a point that advocates for teacher certification reform are quick to note.
The impact on Native American students
The push for alternative certification is also rooted in the need for greater representation in the teaching force. According to Kids Count South Dakota, Native American children make up 10.5% of public school students, but only 1.4% of teachers are Native American. Schools where at least a quarter of the student body is Native American — along with rural schools — experience the highest teacher turnover and vacancy rates in the state. Research consistently shows that students benefit from having teachers who share their racial or cultural background, as it can improve academic outcomes, reduce discipline disparities, and foster a more inclusive school environment.
Brian Wagner, tribal education director for the Lower Brule Sioux Tribe, argued that waiving the certification test could help increase Native American teacher representation. “I’ve worked with people who’ve passed the Praxis that can barely tie their shoes, but they’re good at taking tests,” Wagner said. “I’ve worked with elders who have no degree at all, other than having walked in life, that are the best teachers I’ve ever worked with.” His comments reflect a broader frustration with standardized tests that may not capture the full range of skills necessary for effective teaching, particularly in communities with distinct cultural traditions.
Historical context of the Praxis exam
The Praxis Series, developed by Educational Testing Service (ETS), was introduced in the 1990s as a way to ensure that teachers possess basic academic skills and subject knowledge before entering the classroom. Over time, it became the most widely used teacher licensing exam in the United States. However, critics have long argued that the test is culturally biased and fails to account for the diverse experiences and teaching styles that candidates from different backgrounds bring. A 2013 study by the National Education Association found that the Praxis exam had “disparate impact” on teacher candidates of color, echoing findings from earlier research. Despite efforts to revise the test, the disparities have persisted.
In South Dakota, the impact is compounded by the state’s large rural and tribal areas, where schools often struggle to attract and retain teachers. The shortage has led to creative solutions, including hiring teachers from the Philippines, India, and other countries. While these international educators are valued, many local educators see the reliance on overseas recruitment as a symptom of a flawed system that fails to invest in homegrown talent. Alternative certification is viewed by many as a way to cultivate local teachers who understand the unique needs of their communities.
Potential models and next steps
The portfolio approach recommended by Martinez is similar to models used in California’s Teacher Performance Assessment (CalTPA) and the edTPA, a national performance-based assessment. These systems require candidates to submit evidence of their teaching practice, which is then evaluated by trained assessors. Studies have shown that such assessments can be more predictive of classroom effectiveness than standardized tests, and they are less likely to produce racial disparities. However, implementing a portfolio system requires significant resources for training scorers and supporting candidates through the process.
Martinez’s research also highlighted the importance of providing test preparation assistance for candidates who do opt to take the Praxis. Currently, many Native American candidates lack access to affordable prep courses or study materials. Even modest interventions, such as offering workshops or covering the cost of retakes, could help improve pass rates. But Martinez argued that the portfolio approach is more equitable because it evaluates candidates on actual teaching skills rather than test-taking ability.
Secretary Graves said the department is still in the research phase, gathering data from other states and consulting with stakeholders. He asked the Indian Education Advisory Council to provide further input before any policy changes are drafted. The council plans to continue discussions in early 2026, with a possible pilot program for alternative certification in selected districts. Meanwhile, the teacher shortage is expected to persist, driven by low salaries, challenging working conditions, and the lingering effects of the COVID-19 pandemic on the education workforce.
As state officials weigh their options, the fundamental question remains: Can South Dakota find a way to maintain high standards for teachers while also opening doors to qualified candidates who have been systematically excluded by a single exam? The answer may determine the future of education in the state’s most vulnerable communities for years to come.
Source: MSN News