Middle School Teacher Preparation : New York

2011 Delivering Well Prepared Teachers Policy

Goal

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

Nearly meets
Suggested Citation:
National Council on Teacher Quality. (2011). Middle School Teacher Preparation : New York results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NY-Middle-School-Teacher-Preparation--6

Analysis of New York's policies

 New York requires academic subject certificates for most middle school teachers. These include mathematics, English, social studies and grade-specific science titles, and each requires a major in the subject area. For K-8 schools that offer nondepartmentalized grades 7 and 8, New York requires a "Generalist in Middle Childhood Education (Grades 5-9)" certificate. These middle school teachers must complete 30 semester hours in content-related coursework.

All new middle school teachers in New York are also required to pass a single-subject test from its New York State Teacher Certification Examination series.

Citation

Recommendations for New York

Strengthen middle school teachers' subject-matter preparation.
New York is commended for not allowing middle school teachers to teach on a K-8 generalist license and for requiring those teaching middle grades in a non-departmentalized setting to receive a middle-grades certificate. However, to further strengthen middle school teachers' subject-matter preparation, New York 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. The state should retain its requirement for a subject-area major for middle school candidates who intend to teach a single subject.

State response to our analysis

New York 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.