Secondary Teacher Preparation in Social
Studies: Maryland

Delivering Well Prepared Teachers Policy

Goal

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

Meets goal in part
Suggested Citation:
National Council on Teacher Quality. (2011). Secondary Teacher Preparation in Social Studies: Maryland results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/MD-Secondary-Teacher-Preparation-in-Social-Studies-6

Analysis of Maryland's policies

Maryland offers secondary certification in general social studies. Candidates must earn a major in social studies or complete 36 hours of coursework with at least two courses each in history, geography, economics and political science. They must also pass the Praxis II "Social Studies" content test. Teachers with this license are not limited to teaching general social studies but rather can teach any of the topical areas. Maryland also offers secondary certifications in geography, history and political science. These candidates are required to pass the same general content test.

Middle school social studies teachers in Maryland must be specifically certified to teach social studies. Commendably, candidates are required to pass the Praxis 2 "Middle School Social Studies" test.

Citation

Recommendations for Maryland

Require secondary social studies teachers to pass tests of content knowledge for each social studies discipline they intend to teach.
States that allow general social studies certifications—and do not require content tests for each area—are not ensuring that these secondary teachers possess adequate subject-specific content knowledge. Maryland's required assessment combines all subject areas (e.g., history, geography, economics) and does not report separate scores for each subject area. Therefore, candidates could answer many—perhaps all—history questions, for example, incorrectly, yet still be licensed to teach history to high school students. 

State response to our analysis

Maryland recognized the factual accuracy of this analysis.

Research rationale

Carlisle, J. F., Correnti, R., Phelps, G., & Zeng, J., "Exploration of the contribution of teachers' knowledge about reading to their students' improvement in reading." Reading and Writing: An Interdisciplinary Journal, 22, 459-486 (2009) 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, vol. XLII no.4 (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, "Does teacher certification matter? High School Certification Status and Student Achievement." Educational Evaluation and Policy Analysis. 22: 129-145. (2000); 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 (1998). See also Harris, D., and Sass, T., "Teacher Training, Teacher Quality and Student Achievement." Teacher Quality Research (2007).