Middle School Teacher Preparation : North
Carolina

2011 Delivering Well Prepared Teachers Policy

Goal

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

Does not meet
Suggested Citation:
National Council on Teacher Quality. (2011). Middle School Teacher Preparation : North Carolina results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NC-Middle-School-Teacher-Preparation--6

Analysis of North Carolina's policies

North Carolina requires a middle grades certificate for all middle school teachers. Although the state clearly requires that candidates must complete a teacher preparation program, it is somewhat more ambiguous regarding coursework requirements. North Carolina's standards articulate that middle school teachers must "have depth in one or more specific content areas or disciplines," but it does not offer specific semester hour requirements.

Regrettably, North Carolina does not require content tests for initial licensure; such tests are only mandated once candidates apply for the standard professional 2 license, usually after three years. At that point, all new middle school teachers in North Carolina are also required to pass a single-subject Praxis II content test; a general content knowledge test is not an option.

Citation

Recommendations for North Carolina

Strengthen middle school teachers' subject-matter preparation.
The state is commended for not allowing middle school teachers to teach on a K-8 generalist license. However, North Carolina should encourage middle school teachers who plan to teach multiple subjects to earn two minors in two core academic areas, rather than a single major. Middle school candidates who intend to teach a single subject should earn a major in that area.

Require subject-matter testing for middle school teacher candidates as a condition of initial licensure.

State response to our analysis

North Carolina recognized the factual accuracy of this analysis. 

How we graded

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.  

Research rationale

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. Foundation 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 Dee and Chodes, "Out-of-Field Teaching and Student Achievement; Evidence from Matched-Pairs Comparisons." Public Finance Review (2008); as B. Chaney, "Student outcomes and the professional preparation of 8th grade teachers," in NSF/NELS 88: Teacher transcript analysis (Rockville, MD: Westat, 1995); 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 80, No. 2 (1998): 134-138.