Delivering Well Prepared Teachers Policy
The state should ensure that secondary teachers are sufficiently prepared to teach appropriate grade-level content.
North Carolina does not ensure that its secondary teachers are adequately prepared to teach grade-level content.
Regrettably, the state 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. Further, North Carolina also allows both general science and general social studies licenses—and does not require subject-matter testing for each subject area within these disciplines (see Goal 1-G and 1-H).
To add an endorsement to a clear secondary license, teachers in North Carolina may choose one of the following: pass a content test, complete a state-approved program that leads to licensure or complete 24 hours in the subject area with a C or better.
Board of Education Policy Manual, TCP-A-003 http://sbepolicy.dpi.state.nc.us/ Teacher Certification http://www.ncpublicschools.org/licensure/steps/ Additional Endorsement http://www.ncpublicschools.org/licensure/faq/
Require subject-matter testing for secondary teacher candidates.
As a condition of licensure, North Carolina should require its secondary teacher candidates to pass a content test in each subject area they plan to teach to ensure that they possess adequate subject-matter knowledge and are prepared to teach grade-level content.
Require subject-matter testing when adding subject-area endorsements.
North Carolina should require passing scores on subject-specific content tests, regardless of other coursework or degree requirements, for teachers who are licensed in core secondary subjects and wish to add another subject area, or endorsement, to their licenses.
North Carolina contended that in order for a teacher candidate to teach a secondary content-specific area, he or she must have earned a major in that area. However, there are some secondary licensure areas in which a major is not required.
While coursework, even a major, may be generally indicative of background in a particular subject area, only a subject-matter test ensures that teachers know the specific content they will need to teach.
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, Pressely, 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).