Content Knowledge: South Carolina
Special Education Teacher Preparation Policy
Analysis of South Carolina's policies
Content Test Requirements:
South Carolina does not require content testing for any of its special education teacher candidates.
Recommendations for South Carolina
To ensure that high-incidence special education teacher candidates who will teach elementary grades possess sufficient knowledge of the necessary subject matter, South Carolina should require a rigorous content test that reports separate passing scores for each content area. South Carolina should also set these passing scores to reflect high levels of performance. Failure to ensure that teachers possess requisite content knowledge may deprive special education students of the opportunity to reach their academic potential.
Ensure that secondary high-incidence special education teachers possess adequate content knowledge.
Secondary high-incidence special education teachers are frequently generalists who teach many core subject areas. South Carolina's current policy of requiring no subject-matter testing is problematic because it fails to ensure that all secondary special education teachers are adequately prepared to help their students meet rigorous learning standards. South Carolina should consider a distinct route for secondary high-incidence special education teacher certification that allows candidates to demonstrate requisite content knowledge in the classroom through a combination of testing and coursework.
State response to our analysis
South Carolina recognized the factual accuracy of this analysis. The state noted that it is currently working with the Office of Special Education Services to review current certification fields related to special education and related assessment requirements for special education teachers; has reviewed assessment requirements in other states; and has requested the assistance of ETS in reviewing the Praxis assessment Fundamental Subjects: Content Knowledge (5511).
Updated: February 2020
Last word
Special educators should be valued for their critical role in working with students with disabilities and special needs; however, they are identified by the state not as "special education assistants" but as "special education teachers," presumably because the state expects them to provide instruction to children. The state makes an effort to distinguish between a consultative and an instructional role. However, whether working as a teacher of record or working with students who are primarily in a general education setting would require at least some knowledge of grade-level content in order to make it accessible.
-
South Carolina
Select another topic
Teacher Preparation
- Program Entry
- Teacher Shortages and Surpluses
- Program Performance Measures
- Program Reporting Requirements
- Student Teaching/Clinical Practice
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
Teacher Diversity
Hiring
Teacher and Principal Evaluation
Teacher Compensation
Early Childhood Preparation
Retaining Effective Teachers
How we graded
4A: Special Education Content Knowledge
- Elementary Content Knowledge: The state should require that all new high-incidence elementary special education candidates pass a licensure test across all elementary subject areas that is no less rigorous than the test required of general education candidates.
- Secondary Content Knowledge: The state should require that all new high-incidence secondary special education candidates possess adequate content knowledge.
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if it requires all new high-incidence elementary special education candidates to pass an elementary content knowledge test that contains four separately scored content exams to ensure appropriate content knowledge in all core academic subject areas.
- One-quarter credit: The state will earn one-quarter of a point if it requires high-incidence special education teachers to pass the same content tests as elementary teachers, but the content test does not contain four separately scored tests.
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if it requires all new high-incidence secondary special education candidates to pass a special education licensure test across all secondary subject areas that is no less rigorous than the test required of general education candidates.
- One-quarter credit: The state will earn one-quarter of a point if it requires secondary general education licenses in conjunction with high-incidence special education licenses but does not offer secondary special education licenses.
Research rationale
Generic K-12 special education licenses are inappropriate for teachers of high-incidence special education students. Too many states do not distinguish between elementary and secondary special education teachers, certifying all such teachers under a generic K-12 special education license. While this broad umbrella may be appropriate for teachers of low-incidence special education students, such as those with severe cognitive disabilities, it is deeply problematic for high-incidence special education students, who are expected to learn grade-level content.[1] And because the overwhelming majority of special education students are in the high-incidence category, the result is a fundamentally broken system.
Special education teachers teach content and therefore must know content.[2] While special educators should be valued for their critical role in working with students with disabilities and special needs, each state identifies them not as "special education assistants" but as "special education teachers," presumably because it expects them to provide instruction. Inclusion models, where special education students receive instruction from a general education teacher paired with a special education teacher to provide instructional support, do not mitigate the need for special education teachers to know content.[3] Providing instruction to children who have special needs requires knowledge of both effective learning strategies and the subject matter at hand.[4] Failure to ensure that teachers are well trained in content areas—presumably through subject matter licensing tests—deprives special education students of the opportunity to reach their academic potential.
[1] Levenson, N. (2011). Something has got to change: Rethinking special education (Working Paper 2011-01). American Enterprise Institute for Public Policy Research. Retrieved from http://eric.ed.gov/?id=ED521782
[2] For an analysis of the importance of special educator content knowledge, see: Levenson, N. (2011). Something has got to change: Rethinking special education. American Enterprise Institute (Working paper 2011-01, 1-20).; For information on teacher licensing tests, see: Gitomer, D. H., & Latham, A. S. (1999). The academic quality of prospective teachers: The impact of admissions and licensure testing. Educational Testing Service. Retrieved from http://www.ets.org/Media/Research/pdf/RR-03-35.pdf; For a study on teacher testing scores and student achievement, see: Ladd, H. F., Clotfelter, C. T., & Vigdor, J. L. (2007). How and why do teacher credentials matter for student achievement (NBER Working Paper, 142786). Retrieved from http://www.caldercenter.org/sites/default/files/1001058_Teacher_Credentials.pdf
[3] Feng, L., & Sass, T. R. (2010). What makes special education teachers special? Teacher training and achievement of students with disabilities (Working Paper 49). National Center for Analysis of Longitudinal Data in Education Research. Retrieved from http://www.urban.org/UploadedPDF/1001435-what-makes-special.pdf; Monk, D. H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13(2), 125-145.
[4] For research on the importance of teachers' content knowledge, see: Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416-440; Willingham, D. T. (2006). How knowledge helps: It speeds and strengthens comprehension, learning—and thinking. American Educator, 30(1), 30-37.