Revisiting United States V. South Carolina: the Birth of the Modern Teacher Licensure Exam

This study examines how the legal arguments in United States v. South Carolina (1978) established a "rational relationship" between teaching and validated teacher licensure exams. Findings reveal that these arguments promoted racial objectivity, masked arbitrary decisions as rigorous, and reframed teacher education programs as workforce development. These precedents have perpetuated the commonsense that licensure exams are essential for ensuring teacher quality, despite ongoing concerns about their predictive validity and disparate impact on teachers of color.