Secondary Teacher Preparation in Science: New
Mexico

Delivering Well Prepared Teachers Policy

Goal

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

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

Analysis of New Mexico's policies

New Mexico only offers secondary certification in general science. Coursework requirements include 24 to 36 semester hours in science, and candidates must pass the NMTA "Science" assessment. Teachers with this license are not limited to teaching general science but rather can teach any of the topical areas.

Middle school science teachers in New Mexico have the option of middle level licensure. Commendably, candidates must complete 24 semester hours in science, and they must pass the NMTA "Middle Level Science" test. Regrettably, however, New Mexico also allows middle school teachers to teach on a generalist K-8 license (see Goal 1-E).

Citation

Recommendations for New Mexico

Require secondary science teachers to pass tests of content knowledge for each science discipline they intend to teach.
States that allow general science certifications—and only require a general knowledge science exam—are not ensuring that these secondary teachers possess adequate subject-specific content knowledge. New Mexico's general assessment combines subject areas (e.g., biology, chemistry, physics) and does not report separate scores for each subject area. Therefore, candidates could answer many chemistry questions, for example, incorrectly, yet still be licensed to teach chemistry to high school students.

State response to our analysis

New Mexico recognized the factual accuracy of this analysis.

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).