Secondary Teacher Preparation: Georgia

2013 Delivering Well Prepared Teachers Policy

Goal

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

Best Practice
Suggested Citation:
National Council on Teacher Quality. (2013). Secondary Teacher Preparation: Georgia results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/GA-Secondary-Teacher-Preparation-20

Analysis of Georgia's policies

Georgia requires that its secondary teacher candidates pass a content test (Georgia Assessments for the Certification of Educators, or GACE) to teach any core secondary subjects. 

However, the state permits a significant loophole to this important policy by allowing a general science license, without requiring subject-matter testing for each subject area within this discipline (see Goal 1-G).

Commendably, Georgia does not offer secondary certification in general social studies. Teachers must be certified in a specific discipline within the subject area of social studies. 

Further, to add an additional field to a secondary license, teachers must also pass a content test. However, Georgia cannot guarantee content knowledge in each specific subject for secondary teachers who add general science endorsements. 

Citation

Recommendations for Georgia

Require subject-matter testing for all secondary teacher candidates. 
Georgia wisely requires subject-matter tests for most secondary teachers but should address any loopholes that undermine this policy (see Goal 1-G). This applies to the addition of endorsements as well.

State response to our analysis

Georgia pointed out that its preparation programs produce almost no graduates in the social studies preparation programs because it would take more than five years to complete one of these programs. The state reiterated that its social studies teachers have majors in specific fields (history, political science, etc.), are recommended only for these fields and pass the GACE assessment in their major field. Once certified, teachers can add other social studies fields by passing the content assessment in the field. 

How we graded

Research rationale

Completion of coursework provides no assurance that prospective teachers know the specific content they will teach. 

Secondary teachers must be experts in the subject matter they teach, and only a rigorous test ensures that teacher candidates are sufficiently and appropriately knowledgeable in their content area. Coursework is generally only indicative of background in a subject area; even a major offers no certainty of what content has been covered.  A history major, for example, could have studied relatively little American history or almost exclusively American history.  To assume that the major has adequately prepared the candidate to teach American history, European history or ancient civilizations is an unwarranted leap of faith. 

Requirements should be just as rigorous when adding an endorsement to an existing license.

Many states will allow teachers to add a content area endorsement to their license simply on the basis of having completed coursework.  As described above, the completion of coursework does not offer assurance of specific content knowledge.  Some states require a content test for initial licensure but not for adding an endorsement, even if the endorsement is in a completely unrelated subject. 

Is a social studies teacher prepared to teach history?

Most states offer a general social studies license at the secondary level.  For this certification, teachers can have a background in a wide variety of fields, ranging from history and political science to anthropology or psychology and are usually only required to pass a general social studies test.  Under such a license a teacher who majored in psychology could be licensed to teach secondary history having passed only a general knowledge test and answering most—and perhaps all—history questions incorrectly.

Secondary Teacher Preparation: Supporting Research

Research studies have demonstrated the positive impact of teacher content knowledge on student achievement.  For example, see D. Goldhaber, "Everyone's Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?" Journal of Human Resources, Volume 42, No. 4, Fall 2007, pp. 765-794.  See also D. Harris and T. Sass, "Teacher Training,Teacher Quality, and Student Achievement". Calder Institute, March 2007, Working Paper 3. Evidence can also be found in B. White, J. Presley, and K. DeAngelis "Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois", Illinois Education Research Council, Policy Research Report: IERC 2008-1, 44 p.; D. Goldhaber and D. Brewer, "Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement." Educational Evaluation and Policy Analysis, Volume 22, No. 2, June 20, 2000, pp. 129-145; and D. Goldhaber and D. Brewer, "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity." Journal of Human Resources, Volume 32, No. 3, Summer 1997, pp. 505-523.

J. Carlisle, R. Correnti, G. Phelps, and J. Zeng, "Exploration of the contribution of teachers' knowledge about reading to their students' improvement in reading." Reading and Writing: An Interdisciplinary Journal, Volume 22, No. 4, April 2009, pp. 457-486, includes evidence specifically related to the importance of secondary social studies knowledge.

In addition, research studies have demonstrated the positive impact of teacher content knowledge on student achievement.  For example, see D. Goldhaber, "Everyone's Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?" Journal of Human Resources, Volume 42, No. 4, Fall 2007, pp. 765-794.  Evidence can also be found in White, Presely, DeAngelis, "Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois", Illinois Education Research Council, Policy Research Report: IERC 2008-1, 44 p.; D. Goldhaber and D. Brewer, "Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement." Educational Evaluation and Policy Analysis, Volume 22, No. 2, June 20, 2000, pp. 129-145; and D. Goldhaber and D. Brewer, "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity." Journal of Human Resources, Volume 32, No. 3, Summer 1997, pp. 505-523. See also D. Harris and T. Sass, "Teacher Training, Teacher Quality, and Student Achievement". Calder Institute, March 2007, Working Paper 3.