Committee hears bill to let state require passing scores for initial teacher licensure, with CTE carve-outs

Lawmakers heard testimony on HB362 on professional licensure testing for educators, a bill that would give the state board of education rulemaking authority to require passing scores on professional education examinations for initial licensure.

Representative Rick Ladd, the bill sponsor, told the House Education Policy Committee that the measure aims to maintain New Hampshire’s licensure standards and to prevent other states’ lower requirements from becoming the norm here. “We do not want, as some states are now doing, they’re lessening the requirements to become a licensed educator. That puts up red flags for me,” Ladd said during the hearing.

The bill drew questions about how it would treat instructors in career and technical education programs. Steven Apley, director at the Department of Education, said DOE staff proposed an amendment to make clear the requirement applies to initial New Hampshire licensure and to exempt CTE teachers from content-testing requirements under some circumstances. “We’ve…added language specifically exempting CTE teachers from this requirement and then modify the language that talked about industry recognized credential,” Apley said, adding that the proposal would preserve the current administrative-rule practice that allows substitution of an industry-recognized credential for basic academic skills testing.

Committee members pressed for precision in statute so the rulemaking authority does not unintentionally remove industry credentials from pathways into CTE instruction. Representative Woodcock noted that a previous bill discussed allowing an industry-recognized credential or basic academic-skills testing, and asked whether HB362’s current draft removed the industry credential option for CTE instructors. Ladd and Apley both said the intent is to preserve routes for industry-certified instructors while ensuring standards for classroom licensure remain high.

Supporters framed the bill as protecting the state’s education standards; critics and some committee members sought written amendments clarifying how the rulemaking language will treat CTE endorsements and the interplay with existing administrative practice.

The committee did not take a vote at the hearing. Staff and legislators said they would circulate a drafted amendment to reconcile the academic-skills substitution, the CTE carve-out, and the phrase “initial licensure” before the next meeting.

The bill remains in the committee for further drafting and amendment; no formal action was taken at the hearing.