Methodology: Broad subject preparation
In undergraduate programs, the evaluation of this standard begins with the identification of all the content coursework that institutions require students to take in order to meet general education requirements and/or education program requirements. Catalog course descriptions are then used to evaluate whether the courses sufficiently focus on the following core subject areas:
- World or American literature
- Writing, grammar and composition
- Children's literature
- American history (two courses)
- World history—ancient or modern
- World cultures, religions w/geography
- Science (two different sciences)
Also desirable:
- Music history
- Art history
Programs that are adequately preparing elementary teacher candidates require one course (or ask for some sort of evidence of mastery from the candidate) in each of the key content areas (approximately 27 semester hours of coursework).
When evaluating coursework, determining whether such courses prepare teachers for the knowledge they need in the elementary classroom is the primary consideration. This question is posed: If a teacher candidate who has not demonstrated any mastery of world history, for example, is required to take a particular world history course or is given a choice of several such courses, would each course provide that candidate with a good share of the foundational knowledge that makes it possible to "add value" when a variety of world history topics arise in the elementary classroom? Alternatively, having taken any one of the courses, would the teacher candidate know little to nothing about world history, or little beyond what was available in the state or district's instructional materials and curriculum guides?
All such coursework was evaluated, whether designed for the general audience or only for the teacher audience, although in all but a few cases we endorse teacher candidates receiving content instruction designed for the general audience within the purview of liberal arts departments. In some areas, such as the standards for elementary mathematics preparation, there is some merit in coursework within the purview of liberal arts departments that is designed for teacher candidates.
Some courses were awarded only partial credit because they were too narrowly focused on a specific topic instead of the broader scope needed by elementary teachers. Allowing teacher candidates to select from a menu of course choices could also lower the rating if it meant that they could opt out of coursework that is considered essential or if one of the course selections was deemed inadequate. In other words, an option that allows a candidate to choose one of a number of courses from a menu might result in a lower rating if even one of the courses was too narrow in scope.
Section 15 of this appendix provides examples of the types of courses that received full credit, as well as examples of courses that might fulfill an institution's general education and/or teacher preparation requirements in a particular area such as world history or world geography for which no credit would be given.
In graduate programs, we determined if a transcript review process exists and, if so, evaluated its requirements the same way we did for an undergraduate program.
Note that an undergraduate or graduate program's requirements need not be fulfilled solely by college coursework. Any demonstration of content mastery will suffice, including a demonstration through an Advanced Placement examination or any other high school or college-level examination generally accepted as a substitute for college coursework.
