Secondary Teacher Preparation in Science:
Kansas

Delivering Well Prepared Teachers Policy

Goal

The state should ensure that science teachers know all the subject matter they are licensed to teach.

Meets
Suggested Citation:
National Council on Teacher Quality. (2011). Secondary Teacher Preparation in Science: Kansas results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/KS-Secondary-Teacher-Preparation-in-Science-6

Analysis of Kansas's policies

Kansas does not offer certification in general science for secondary teachers. Teachers must be certified in a specific discipline within the subject area of science. 

Middle school science teachers in Kansas must have a middle grades science endorsement. Candidates are required to pass the Praxis II "Middle School Science" test.

Citation

Recommendations for Kansas

State response to our analysis

Kansas had no comment on this goal.

Research rationale

For an examination of how science teacher preparation positively impacts student achievement, see Goldhaber, D., & Brewer, D. (2000). Does teacher certification matter? High school certification status and student achievement, Educational Evaluation and Policy Analysis, 22, 129-145; Monk, D. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement, Economics of Education Review, 12(2):125-145; Rothman, A., (1969). Teacher characteristics and student learning. Journal of Research in Science Teaching, 6(4), 340-348.  

See also, NCTQ "The All-Purpose Science Teacher: An Analysis of Loopholes in State Requirements for High School Science Teachers."(2010). 

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, vol. XLII no.4 (2007).  See also Harris, D., and Sass, T., "Teacher Training, Teacher Quality and Student Achievement". Teacher Quality Research (2007). Evidence can also be found in White, Presely, DeAngelis "Leveling up: Narrowing the teacher academic capital gap in Illinois," Illinois Education Research Council (2008); 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 (1998).