Search nctq.org

Or search by choosing a tag
Training and Recruitment

Teacher Prep, Licensure, Student Teaching

Staffing

Hiring and Assignment, Supply and Demand, Teacher Diversity, Work Day

Evaluation and Support

Evaluation, Professional Development, Retention and Tenure

Compensation

Pay, Benefits

Elementary Teacher Preparation: Hawaii

Delivering Well Prepared Teachers Policy

Look at National Findings
Goal

The state should ensure that its teacher preparation programs provide elementary teachers with a broad liberal arts education, the necessary foundation for teaching to the Common Core Standards.

Does not meet goal
Suggested Citation:
National Council on Teacher Quality. (2011). Elementary Teacher Preparation: Hawaii results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/HI-Elementary-Teacher-Preparation-6

Analysis of Hawaii's policies

Although Hawaii has adopted the Common Core Standards, the state does not ensure that its elementary teacher candidates are adequately prepared to teach the rigorous content associated with these standards.

Hawaii requires candidates to pass the Praxis II general elementary content test, which does not report teacher performance in each subject area, meaning that it is possible to pass the test and still fail some subject areas, especially given the state's low passing score. Further, based on available information on the Praxis II, there is no reason to expect the current version would be well aligned with the Common Core Standards.

Although Hawaii does not specify any general education coursework requirements or elementary teacher candidates, the state does articulate vague teacher performance standards, which include "demonstrates knowledge of content." Hawaii does not mention any specific subject-matter requirements, making it far too ambiguous to be meaningful for holding either programs or teachers accountable.

Hawaii also requires NCATE accreditation, suggesting that the state uses the Association for Childhood Education International (ACEI) standards for approving its elementary programs. However, ACEI standards fall far short of the mark by offering no mention of world and American history; world, British and American literature; American government; or grammar and composition. ACEI standards do mention important topics in science, but even in those areas, its standards consist mainly of extremely general competencies that programs should help teacher candidates to achieve.

Finally, there is no assurance that arts and sciences faculty will teach liberal arts classes to elementary teacher candidates.

Citation

Recommendations for Hawaii

Require a content test that ensures sufficient knowledge in all subjects.
Hawaii should ensure that its subject-matter test for elementary teacher candidates is well aligned with the Common Core Standards, which represent an effort to significantly raise the standards for the knowledge and skills American students will need for college readiness and global competitiveness.

The state should also require separate passing scores for each content area on the test because without them it is impossible to measure knowledge of individual subjects. Further, to be meaningful, Hawaii should ensure that these passing scores reflect high levels of performance.

Provide broad liberal arts coursework relevant to the elementary classroom.
Hawaii should either articulate a more specific set of standards or establish comprehensive coursework requirements that are specifically geared to the areas of knowledge needed by PK-6 teachers. Further, the state should align its requirements for elementary teacher candidates with the Common Core Standards to ensure that candidates will complete coursework relevant to the common topics in elementary grades. An adequate curriculum is likely to require approximately 36 credit hours in the core subject areas of English, science, social studies and fine arts.

Require at least an academic concentration.
An academic concentration, if not a full academic major, would not only enhance Hawaii teachers' content knowledge, but it would also ensure that prospective teachers have taken higher-level academic coursework. Further, it would provide an option for teacher candidates unable to fulfill student teaching or other professional requirements to still earn a degree. 

Ensure that arts and sciences faculty teach liberal arts coursework.
Although an education professor is best suited to teach effective methodologies in subject instruction, faculty from the university's college of arts and sciences should provide subject-matter foundation.

State response to our analysis

Hawaii noted that it has adopted the InTASC Model Core Teaching Standards, and preparation programs will be required to integrate these standards into their programs by July 1, 2013.  The state added that according to the Council of Chief State School Officers (CCSSO), these new standards align with national and state standards, including the Common Core State Standards for students in mathematics and English language arts, the National Board for Professional Teaching Standards' accomplished teaching core principles, NCATE's accreditation standards and the National Staff Development Council (NSDC) professional development standards, as well as the Interstate School Leader Licensure Consortium (SLLC) 2008 Policy Standards and CCSSO's companion document Performance Expectations and Indicators for Educational Leaders. 

Hawaii also pointed out that in 2011-2012, it will review the new Praxis II "Elementary Education: Multiple Subjects" test, which will provide separate core-subject score reports.

The state added that it requires preparation programs to attain either NCATE or TEAC accreditation and recognizes and accepts standards of the national specialty professional associations such as ACEI.

Further, Hawaii noted that most teacher candidates are enrolled in alternate route programs and enter at the post-baccalaureate or graduate level, already possessing a bachelor's degree. These candidates receive broad preparation in essential knowledge at the undergraduate level prior to admission to preparation programs.

Last word

NCTQ commends the efforts of states, like Hawaii, that have advocated for a new elementary education test from ETS. Requiring subscores for each of the content areas is a significant step toward ensuring that all elementary teachers possess the requisite knowledge for the classroom. NCTQ looks forward to reviewing Hawaii's progress in future editions of the Yearbook.

    • Best practice
    • Meets goal
    • Nearly Meets goal
    • Meets goal in part
    • Meets a small part of goal
    • Does not meet goal

  • Hawaii

    Hawaii map
Elementary Teacher Preparation in Reading Instruction
Select another topic
Delivering Well Prepared Teachers
Expanding the Pool of Teachers
Identifying Effective Teachers
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale

Numerous research studies have established the strong relationship between teachers' vocabulary (a proxy for being broadly educated) and student achievement. For example: A.J. Wayne and P. Youngs, "Teacher characteristics and student achievement gains: A review," Review of Educational Research 3, No. 1 (2003): 89-122. See also G.J. Whitehurst, "Scientifically based research on teacher quality: Research on teacher preparation and professional development," presented at the 2002 White House Conference on Preparing Teachers; R. Ehrenberg and D. Brewer, "Did Teachers' Verbal Ability and Race Matter in the 1950s? Coleman Revisited," Economics of Education Review 14 (1995), 1-21.

Research also connects individual content knowledge with increased reading comprehension, making the capacity of the teacher to infuse all instruction with content of particular importance for student achievement. See Willingham, D. T., "How knowledge helps: It speeds and strengthens comprehension, learning—and thinking," American Educator 30(1), (2006).

For the importance of teachers' general academic ability, see R. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation 28 (1991), 465-498; R. Greenwald, L. Hedges, and R. Laine, "Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Students' Outcomes," Educational Researcher 23, no. 3 (1994), 5-14; E. Hanushek, "Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro-Data," American Economic Review 61, no. 2 (1971), 280-288; E. Hanushek, "A More Complete Picture of School Resource Policies," Review of Educational Research 66 (1996), 397-409; H. Levin, Concepts of Economic Efficiency and Educational Production," in Education as an Industry, ed. J. Froomkin, D. Jamison, and R. Radner (Cambridge, MA: Ballinger, 1976); D. Monk and J.R. King, "Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement," Economics of Education Review 12, no. 2 (1994), 125-145; R. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record 84, no. 3 (1983) R. Murnane and B. Phillips, Effective Teachers of Inner City Children: Who They Are and What Are They? (Princeton, NJ: Mathematica Policy Research, 1978); R. Murnane and B. Phillips, "What Do Effective Teachers of Inner City Children Have in Common?" Social Science Research 10 (1981), 83-100; M. McLaughlin and D. Marsh, "Staff Development and School Change," Teachers College Record 80, no. 1 (1978), 69-94; R. Strauss and E. Sawyer, "Some New Evidence on Teacher and Student Competencies," Economics of Education Review 5 (1986), 41; A. A. Summers and B.L. Wolfe, "Which School Resources Help Learning? Efficiency and Equity in Philadelphia Public Schools," Business Review (Federal Reserve Bank of Philadelphia, February 1975).

Sandra Stotsky has documented the fact that teacher candidates often make inappropriate or irrelevant coursework choices that nonetheless satisfy state requirements. See S. Stotsky, "Can a State Department of Education Increase Teacher Quality? Lessons Learned in Massachusetts," in Brookings Papers on Education Policy, ed. Diane Ravitch (Washington, D.C.: Brookings Institution Press, 2004).

On the need for colleges and universities to improve their general education coursework requirements, see The Hollow Core: Failure of the General Education Curriculum (Washington, D.C.: American Council of Trustees and Alumni, 2004). For a subject-specific example of institutions' failure to deliver solid liberal arts preparation see, The Coming Crisis in Citizenship: Higher Education's Failure to Teach America's History and Institutions (Wilmington, DE: Intercollegiate Studies Institute, 2006).

For information on teacher licensing tests, see The Academic Quality of Prospective Teachers: The Impact of Admissions and Licensure Testing (Princeton, NJ: Educational Testing Service, 1999). A study by C. Clotfelter, H. Ladd, and J.Vigdor of elementary teachers in North Carolina also found that teachers with test scores one standard deviation above the mean on the Elementary Education Test as well as a test of content was associated with increased student achievement of 0.011 to 0.015 standard deviations. "How and Why Do Teacher Credentials Matter for Student Achievement?" The Calder Institute (2007).
 
For information on where states set passing scores on teacher licensing tests across the U.S., see chart on p. 13 of NCTQ "Recommendations for the Reauthorization of the Elementary and Secondary Education Act, Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers," (2011).

We use cookies

We use cookies to recognize your repeat visits and preferences, as well as to measure the effectiveness of campaigns and analyze traffic. To learn more about cookies, including how to disable them, view our Privacy and Cookie Policy. By clicking "Accept" or by continuing in the site you consent to the use of cookies unless you have disabled them.

Dismiss Accept