Secondary Teacher Preparation in Science and
Social Studies: Connecticut

Delivering Well Prepared Teachers Policy

Look at National Findings

Goal

The state should ensure that secondary science and social studies teachers know all the subject matter they are licensed to teach.

Meets goal in part

Suggested Citation:
National Council on Teacher Quality. (2015). Secondary Teacher Preparation in Science and Social Studies: Connecticut results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/CT-Secondary-Teacher-Preparation-in-Science-and-Social-Studies-69

Analysis of Connecticut's policies

Although Connecticut requires that its secondary teacher candidates pass a Praxis II content test to teach any core secondary subjects, the state permits a significant loophole to this important policy by allowing a general social studies licenses, without requiring subject-matter testing for each subject area within this discipline.

Connecticut offers secondary certification in general science;however, the state specifically articulates that teachers with the general science certificate 7-12 may only teach general science 7-12. Candidates must pass the Praxis II General Science test.

Connecticut only offers an endorsement in "history and social studies" for secondary social studies teachers. Candidates must pass the Praxis II Social Studies content test. Teachers with this license are not limited to teaching general social studies but rather can teach any of the topical areas.

Recommendations for Connecticut

Require secondary social studies teachers to pass a content test for each discipline they are licensed to teach.
By allowing a general social studies certification—and only requiring a general knowledge social studies exam—Connecticut is not ensuring that its secondary teachers possess adequate subject-specific content knowledge. The state's required assessment combines all subject areas (e.g., history, geography, economics) and does not report separate scores for each subject area.

State response to our analysis

Connecticut was helpful in providing NCTQ with the facts necessary for this analysis.

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Research rationale

Specialized science teachers are not interchangeable.
Based on their high school science licensure requirements, many states seem to presume that it is all the same to teach anatomy, electrical currents and Newtonian physics. Most states allow teachers to obtain general science or combination licenses across multiple science disciplines, and, in most cases, these teachers need only pass a general knowledge science exam that does not ensure subject-specific content knowledge. This means that a teacher with a background in biology could be fully certified to teach advanced chemistry or physics having passed only a general science test—and perhaps answering most of the chemistry or physics questions incorrectly.

There is no doubt that districts appreciate the flexibility that these broad field licenses offer, especially given the very real shortage of teachers of many science disciplines. But the all-purpose science teacher not only masks but perpetuates the STEM crisis—and does so at the expense of students. States need either to make sure that general science teachers are indeed prepared to teach any of the subjects covered under that license or allow only single subject science certifications. In either case states need to consider strategies to improve the pipeline of science teachers, including the use of technology, distance learning and alternate routes into STEM fields.

Is a social studies teacher prepared to teach history?
Most states offer a general social studies license at the secondary level. For this certification, teachers can have a background in a wide variety of fields, ranging from history and political science to anthropology or psychology and are usually only required to pass a general social studies test. Under such a license a teacher who majored in psychology could be licensed to teach secondary history having passed only a general knowledge test and answering most—and perhaps all—history questions incorrectly.

Secondary Teacher Preparation in Science: Supporting Research
For an examination of how science teacher preparation positively impacts student achievement, see D. Goldhaber and D. Brewer, "Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement", Educational Evaluation and Policy Analysis, Volume 22, No. 2, June 20, 2000, pp. 129-145; D. Monk, "Subject area preparation of secondary mathematics and science teachers and student achievement", Economics of Education Review, Volume 13, No. 2, June 1994, pp.125-145; A. Rothman, "Teacher characteristics and student learning". Journal of Research in Science Teaching, Volume 6, No. 4, December 1969, pp. 340-348.
See also, NCTQ "The All-Purpose Science Teacher: An Analysis of Loopholes in State Requirements for High School Science Teachers." (2010).

In addition, research studies have demonstrated the positive impact of teacher content knowledge on student achievement. For example, see D. Goldhaber, "Everyone's Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?" Journal of Human Resources,Volume 42, No. 4, Fall 2007, pp. 765-794. See also D. Harris and T. Sass, "Teacher Training, Teacher Quality, and Student Achievement". Calder Institute,March 2007, Working Paper 3. Evidence can also be found in B. White, J. Presely, and K. DeAngelis, "Leveling up: Narrowing the Teacher Academic Capital Gap in Illinois", Illinois Education Research Council, Policy Research Report: IERC 2008-1, 44 p.; D. Goldhaber and D. Brewer, "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity." Journal of Human Resources, Volume 32, No. 3, Summer 1997, pp. 505-523.

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