Mississippi commission launches rulemaking on several licensure changes including driver‑education pathway and reading assessment options

The Commission on Teacher and Administrator Education Certification and Licensure Development voted July 11 to begin rulemaking on a package of changes to teacher-licensure rules, including new pathways for driver‑education instructors, a revised approach to reading-assessment requirements for elementary candidates, and broader recognition of advanced degrees for nontraditional licensure entry.

Commission Chair David Martin opened the agenda item and staff from the division of educator licensure outlined the recommendations. The division asked the commission to revise current licensure guidelines to allow a bachelor’s degree or higher to serve as the qualifying degree for entry into a State Board‑approved nontraditional licensure pathway, noting that some candidates pursue advanced degrees without a first bachelor’s degree and should not be excluded.

Staff also recommended creating a pathway for driver‑education licensure (endorsement code 114) in response to state policy changes. "Senate Bill 2695 of the 24th legislative session has created a demand for driver's education to be required in all public high schools beginning with the 2026–27 school year," a staff presenter said, and Department of Public Safety rules will require a driver‑education completion certificate for a license beginning July 1, 2026. To meet anticipated instructor demand, the proposal asks the commission to begin APA rulemaking for a non‑CTE route—for example, a two‑year college degree with focused vocational instructor coursework—that would allow faster certification of driver‑education instructors.

On reading assessment rules, staff proposed that initial elementary‑education licensure candidates (K–3, K–6, 4–6) either pass the Foundations of Reading assessment or complete an approved Pathways to Proficient Reading; candidates who do not pass on the first attempt could be issued a three‑year nonrenewable entry license and complete the pathway while teaching. Staff framed this as a retention measure to prevent prospective teachers who fail the assessment once from leaving the profession or changing majors. "This would allow a prospective elementary education teacher who may not obtain the required passing score on the Foundations of Reading at first attempt to continue to matriculate through their preparation program, graduate, and complete the reading proficiency requirement during their first three years of teaching," a staff speaker said.

Separately, the commission approved beginning APA rulemaking to remove the Foundations of Reading assessment as a required criterion for initial licensure in the special‑education endorsement area (mild to moderate), citing that structured‑literacy coursework and expanded professional development for K–8 special‑education teachers have been added to preparation programs.

All four APA‑initiation motions were approved by voice vote. The commission’s actions start formal rulemaking; any final changes would require completion of the APA process and subsequent commission or board action.

Votes at a glance: the commission voted to begin APA rulemaking on (1) nontraditional degree acceptance, (2) a driver‑education licensure pathway, (3) a three‑year entry license and Foundations of Reading pathway for elementary candidates, and (4) removal of the Foundations requirement for certain special‑education endorsements. Each motion passed by voice vote at the July 11 meeting.

Next steps: staff will publish rulemaking notices and begin the Administrative Procedures Act process, which includes public notice and comment before final adoption.