Middle School Licensure Deficiencies: New
Mexico
Secondary Teacher Preparation Policy
Analysis of New Mexico's policies
Unfortunately, New Mexico allows middle school teachers to teach on a generalist K-8 license. The state does require that teachers holding a K-8 license that are teaching a middle grade (5-8) subject area are required to demonstrate content knowledge in their subject area by:
- "passing the content knowledge test(s) of the New Mexico teacher assessments or predecessor New Mexico teacher licensure examinations, or accepted comparable licensure tests from another state in each subject the teacher teaches; or
- successfully completing an undergraduate academic major (24-36 semester hours), six (6) semester hours of which must be in upper division courses or coursework equivalent to an undergraduate major, or a graduate degree in each subject area the teacher teaches; or
- possess a valid certificate issued by the national board for professional teaching standards for the appropriate grade level and type."
Recommendations for New Mexico
Prepare middle school teachers to teach middle school.
New Mexico should not allow middle school teachers to teach on a generalist license that does not differentiate between the preparation of middle school teachers and that of elementary teachers. These teachers are less likely to be adequately prepared to teach core academic areas at the middle school level because their preparation requirements are not specific to the middle or secondary levels. Although the state is on the right track with its content knowledge requirements for those with K-8 licenses teaching the middle grades, New Mexico should require passage of a subject-matter test in each subject they will teach. The state should ensure that students in grades 7 and 8 have teachers who are appropriately prepared to teach grade-level content.
Require content testing in all core areas.
New Mexico should require subject-matter testing for all middle school teacher candidates in every core academic area they intend to teach as a condition of initial licensure. The state should set its passing scores to reflect high levels of performance to ensure meaningful middle school content tests.
State response to our analysis
New Mexico recognized the factual accuracy of this analysis, and was helpful in providing NCTQ with facts necessary for this analysis.
Updated: December 2017
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How we graded
3B: Middle School Licensure Deficiencies
- Specific Licensure: The state should not permit middle school teachers to teach on a generalist license that does not differentiate between the preparation of middle school teachers and the preparation of elementary teachers.
The total goal score is earned based on the following:
- Full credit: The state will earn full credit if it requires teachers to teach on a middle school license (No K-8).
- 1/2 credit: The state will earn one half credit for either maintaining specific requirements limiting elementary teachers ability to teach in departmentalized middle schools or requiring teachers holding a K-8 license to demonstrate some relevant content knowledge at the middle school level.
- 0/0 credit: The state will not earn any credit if it offers a K-8 license or a K-8 license in addition to a middle school license, allowing elementary teachers to teach single subjects at the middle school level without passing single-subject tests, or if the state offers a K-8 license and teachers can teach grades 7 and 8 in a self-contained classroom.
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.