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Elementary Teacher Preparation in
Mathematics: North Carolina

Delivering Well Prepared Teachers Policy

Look at National Findings
Goal

The state should ensure that new elementary teachers have sufficient knowledge of the mathematics content taught in elementary grades.

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

Analysis of North Carolina's policies

North Carolina relies on its standards for teacher preparation programs as the basis for articulating its requirements for the mathematics content knowledge of elementary teacher candidates.

The state does not specify any coursework requirements regarding mathematics content. However, North Carolina has outlined a broad set of standards that require teacher preparation programs to prepare elementary teacher candidates to teach to the state's elementary student curriculum. 

Further, North Carolina does not require content tests for initial licensure; such tests are only mandated once candidates apply for the standard professional 2 license, usually after three years. At that point, North Carolina requires that all new elementary teachers pass a general subject-matter test, the Praxis II. This commercial test lacks a specific mathematics subscore, so one may fail the mathematics portion and still pass the test. Further, while this test does cover important elementary school-level content, it barely evaluates candidates' knowledge beyond an elementary school level, does not challenge their understanding of underlying concepts and does not require candidates to apply knowledge in nonroutine, multistep procedures.

Citation

Recommendations for North Carolina

Require teacher preparation programs to provide mathematics content specifically geared to the needs of elementary teachers.
North Carolina should require teacher preparation programs to provide mathematics content specifically geared to the needs of elementary teachers. This includes specific coursework in foundations, algebra and geometry, with some statistics. 

Require teacher candidates to pass a rigorous mathematics assessment, as a condition of initial licensure.
North Carolina should assess mathematics content with a rigorous assessment tool, such as the test required in Massachusetts, that evaluates mathematics knowledge beyond an elementary school level and challenges candidates' understanding of underlying mathematics concepts. Such a test could also be used to allow candidates to test out of coursework requirements. Teacher candidates who lack minimum mathematics knowledge should not be eligible for licensure.

State response to our analysis

North Carolina recognized the factual accuracy of this analysis. The state noted that it has recently added a math education add-on license for elementary teacher candidates. Science and reading add-on licenses are currently being piloted. 

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

  • North Carolina

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Delivering Well Prepared Teachers
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Retaining Effective Teachers
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Research rationale

For evidence that new teachers are not appropriately prepared to teach mathematics, see NCTQ, No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools (2008) at:
http://www.nctq.org/p/publications/docs/nctq_ttmath_fullreport_20090603062928.pdf

For information on the mathematics content elementary teachers need to know, see National Council of Teachers of Mathematics, "Highly Qualified Teachers: A Position of the National Council of Teachers of Mathematics," (July 2005). See also Conference Board of the Mathematical Sciences, The Mathematical Education of Teachers, Issues in Mathematics, Vol. 11, (American Mathematical Society in cooperation with the Mathematical Association of America, 2001), p. 8.

For evidence on the benefits of math content knowledge on student achievement, see Kukla-Acevedo "Do Teacher Characteristics Matter? New Results on the Effects of Teacher Preparation on Student Achievement." Economics of Education Review, 28 (2009): 49-57; H. Hill, B. Rowan and D. Ball "Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement," American Educational Research Journal (2005).

For information on where states set passing scores on elementary level content tests for teacher licensing across the U.S., see chart on p. 13 of NCTQ's "Recommendations for the Reauthorization of the Elementary and Secondary Education Act, Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers?" (2011).

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