Middle School Content Knowledge: Oklahoma
Secondary Teacher Preparation Policy
Analysis of Oklahoma's policies
Content Knowledge Requirements: All new middle school teachers in Oklahoma who are licensed to teach grades 5-9 are required to pass a Certification Examinations for Oklahoma Educators (CEOE) Middle Level Single-Subject tests to attain licensure.
Academic Requirements: Oklahoma requires teachers who teach a single subject in grades 5-9 to be certified at the middle or secondary level; candidates must earn a major in a content-related area.
Middle School Licensure Deficiencies: Unfortunately, Oklahoma offers a generalist 1-8 license. Because middle school licensure deficiencies are scored in 3-B: Middle School Licensure Deficiencies it is not considered as part of the score for the Middle School Content Knowledge goal.
Recommendations for Oklahoma
Require subject-matter testing for all middle school teacher candidates.
Oklahoma wisely requires subject-matter tests for most middle school teachers but should address any deficiencies that undermine this policy (see 3-B: Middle School Licensure Deficiencies analysis and recommendations).
Middle school teachers licensed to teach multiple subjects should earn two subject-matter minors.
Oklahoma should encourage middle school teachers licensed to teach multiple subjects to earn two subject-matter minors. This would allow candidates to gain sufficient knowledge to pass state licensing tests, and it would increase schools' staffing flexibility.
State response to our analysis
Oklahoma reiterated that teachers of core single subjects at the middle school level must pass Middle Level Content Exams: Middle Level English, Middle Level/Intermediate Mathematics, Middle Level Social Studies and Middle Level Science.
Updated: December 2017
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Oklahoma
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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