Middle School Teacher Preparation:
Connecticut

2013 Delivering Well Prepared Teachers Policy

Goal

The state should ensure that middle school teachers are sufficiently prepared to teach appropriate grade-level content.

Meets
Suggested Citation:
National Council on Teacher Quality. (2013). Middle School Teacher Preparation: Connecticut results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/CT-Middle-School-Teacher-Preparation-20

Analysis of Connecticut's policies

Connecticut requires a "middle grades certificate" for all middle school teachers. Candidates must complete one of the following: a subject-area major, an interdisciplinary major, or 24 semester hours of study in a subject and 15 semester hours in a second subject.

All new middle school teachers in Connecticut are also required to pass a single-subject Praxis II content test to attain licensure; a general content knowledge test is not an option.

Commendably, Connecticut does not offer a K-8 generalist license, 

Citation

Recommendations for Connecticut

Ensure meaningful content tests.

To ensure meaningful middle school content tests, Connecticut should make certain that its passing scores reflect high levels of performance.

Differentiate between single and multiple subject middle school teachers.
Connecticut should consider refining its policy by requiring the single major for teachers who plan to teach a single subject and the equivalent of two minors for those intending to teach multiple subjects.

State response to our analysis

Connecticut recognized the factual accuracy of this analysis.

How we graded


Research rationale

States must differentiate middle school teacher preparation from that of elementary teachers.

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 are among the weakest state policies. Too many states fail 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 do. 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.

Approved programs should prepare middle school teacher candidates to be qualified to teach two subject areas.

Since current federal law requires most aspiring middle school teachers to have a major or pass a test in each teaching field, the law would appear to preclude them from teaching more than one subject. However, middle school teacher candidates could instead earn two subject-area minors, gaining sufficient knowledge to pass state licensing tests and be highly qualified in both subjects. This policy would increase schools' staffing flexibility, especially since teachers seem to show little interest in taking tests to earn highly qualified teaching status in a second subject once they are in the classroom.  This only applies to middle school teachers who intend to teach multiple subjects.  States must ensure that middle school teachers licensed only to teach one subject area have a strong academic background in that area.

Middle School Teacher Preparation: Supporting Research

A report published by the National Mathematics Advisory Panel (NMAP) concludes that a teacher's knowledge of math makes a difference in student achievement. U.S. Department of Education. Foundations for Success: The Final Report of the National Mathematics Advisory Panel. Washington, D.C.: U.S. Department of Education (2008).

For additional research on the importance of subject matter knowledge, see T. Dee and S. Cohodes, "Out-of-Field Teachers and Student Achievement: Evidence from Matched-Pairs Comparisons." Public Finance Review, Volume 36, No. 1, January 2008, pp. 7-32; B. Chaney, "Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics," in NSF/NELS:88 Teacher transcript analysis, 1995, ERIC, ED389530, 112 p.; H. Wenglinsky, How Teaching Matters: Bringing the Classroom Back Into Discussions of Teacher Quality (Princeton, NJ: Educational Testing Service, 2000).

For information on the "ceiling effect," see D. Goldhaber and D. Brewer, "When should we reward degrees for teachers?" in Phi Delta Kappan, Volume 80, No. 2, October 1998, pp. 134, 136-138.