Middle School Content Knowledge: Idaho
Secondary Teacher Preparation Policy
Analysis of Idaho's policies
Content Test Requirements: Idaho offers a grades 5-9 certificate in core subject areas. Candidates earning this certificate are required to pass a Praxis secondary single subject exam as a condition of initial licensure.
Middle School Licensure Deficiencies: Unfortunately, Idaho also offers a K-8 license. Idaho requires generalist candidates to pass a single-subject content test at either the middle school or secondary level. This is part of the state's requirement that all candidates seeking an elementary education endorsement earn a subject-area endorsement (allowing the teaching of that subject through grade 9) or a K-12 endorsement as outlined in the requirements for a secondary certificate. Because middle school licensure deficiencies are scored in "Middle School Licensure Deficiencies," only the test requirements for middle school licenses are considered as part of the score for the Middle School Content Knowledge goal.
Provisional and Emergency Licensure: Because provisional and emergency licensure requirements are scored in Provisional
and Emergency Licensure
, only the test requirements for the state's initial
license are considered as part of this goal.
Recommendations for Idaho
Require subject-matter testing for all middle school teacher candidates.
Idaho wisely requires subject-matter tests for most middle school teachers but should address any deficiencies that undermine this policy (see Middle School Licensure Deficiencies analysis and recommendations).
State response to our analysis
Idaho recognized the factual accuracy of this analysis, however this analysis was updated subsequent to the state's review.
Updated: February 2020
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Idaho
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Teacher Preparation
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- Teacher Shortages and Surpluses
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Elementary Teacher Preparation
Secondary Teacher Preparation
- Middle School Content Knowledge
- Middle School Licensure Requirements
- Secondary Content Knowledge
- Secondary Licensure Requirements
Special Education Teacher Preparation
Alternate Routes
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How we graded
3A: Middle School Content Knowledge
- Content Tests: The state should require that all new middle school teachers pass a separately scored subject-matter test in every core academic area for which they are licensed to teach.
The total goal score is earned based on the following:
- Full credit: The state can earn full credit if it offers a middle school license and requires teachers to pass a licensing test in every core academic area in which they are licensed to teach.
- One-quarter credit: In some cases, a state can earn one-quarter of a credit for mitigating the negative aspects of a K-8 license, for example, requiring a single subject test to teach that subject at the middle school level.
- 0/0 credit: The state will not earn any credit if it only offers a K-8 license and only requires an elementary content test.
Research rationale
Middle school grades are critical years of schooling. It is in these years that far too many students fall through the cracks. However, requirements for the preparation and licensure of middle school teachers can be especially problematic. States need to distinguish the knowledge and skills needed by middle school teachers from those needed by an elementary teacher. Whether teaching a single subject in a departmentalized setting or teaching multiple subjects in a self-contained setting, middle school teachers must be able to teach significantly more advanced content than elementary teachers. In order to do so, middle school teachers must be deeply knowledgeable about every subject they will be licensed to teach, and able to pass a licensing test in every core subject to demonstrate this knowledge.[1] The notion that someone should be identically prepared to teach first grade or eighth grade mathematics seems ridiculous, but states that license teachers on a K-8 generalist certificate essentially endorse this idea.
[1] For additional research on the importance of subject matter knowledge, see: Dee, T. S., & Cohodes, S. R. (2008). Out-of-field teachers and student achievement: Evidence from matched-pairs comparisons. Public Finance Review, 36(1), 7-32.; Chaney, B. (1995). Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics. NSF/NELS: 88 Teacher Transcript Analysis. Retrieved from http://eric.ed.gov/?id=ED389530; Weglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality (Policy Information Center report). Princeton, NJ: Educational Testing Service. Retrieved from http://www.ets.org/Media/Research/pdf/PICTEAMAT.pdf ; A report published by the National Mathematics Advisory Panel (NMAP) concludes that a teacher's knowledge of math makes a difference in student achievement. National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. US Department of Education. Retrieved from http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf