Delivering Well Prepared Teachers Policy
Although Georgia requires that its secondary teacher candidates pass a content test to teach any core secondary subjects, the state permits a significant loophole to this important policy by allowing a general science certification, without requiring subject-matter testing for each subject area within this discipline.
Candidates must pass the GACE Science assessment, which consists of two subtests: The first includes earth science and life science, and the second includes physical science and characteristics of science. These subtests may be taken as one test or as two separately scored tests.
Georgia does not offer secondary certification in general social studies. Teachers must be certified in a specific discipline
within the subject area of social studies.
Require secondary science teachers to pass a content test for each discipline they are licensed to teach.
States that allow general science certifications—and only require a general knowledge science exam—are not ensuring that these secondary teachers possess adequate subject-specific content knowledge. The state's required two-part general science assessment combines subject areas such as chemistry and physics or life science and Earth science. A candidate can take the subtests separately or as part of one test. Therefore, candidates could answer many—perhaps all—chemistry questions, for example, incorrectly, yet still be licensed to teach chemistry to high school students.
Georgia recognized the factual accuracy of this analysis.
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.