Elementary Teacher Preparation: Oregon

Delivering Well Prepared Teachers Policy

Goal

The state should ensure that its teacher preparation programs provide elementary teachers with a broad liberal arts education, the necessary foundation for teaching to the Common Core Standards.

Meets a small part
Suggested Citation:
National Council on Teacher Quality. (2011). Elementary Teacher Preparation: Oregon results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/OR-Elementary-Teacher-Preparation-6

Analysis of Oregon's policies

Although Oregon has adopted the Common Core Standards, the state does not ensure that its elementary teacher candidates are adequately prepared to teach the rigorous content associated with these standards.

In Oregon, elementary teachers are required to pass the ORELA Multiple Subject Examination, which consists of two subtests. The first subtest covers language arts, social science and the arts, and the second subtest covers mathematics, science, health and physical education. Unfortunately, the state allows "alternative assessment," in which candidates who have twice failed the content test can petition for a waiver of this requirement.

In addition, the state does not specify any coursework requirements for general education or elementary teacher candidates, and it has only outlined a broad set of standards for programs to apply in preparing elementary candidates. The framework of the ORELA subject-matter test also articulates standards for elementary teachers. For example, in the area of social studies, teacher candidates are required to understand civics and government, economics, geography, and U.S. and world history. However, it still lacks specific mention of important areas such as American and world literature and art history. 

Finally, there is no assurance that arts and sciences faculty will teach liberal arts classes to elementary teacher candidates.

Citation

Recommendations for Oregon

Require a content test that ensures sufficient knowledge in all subjects.
Oregon should ensure that its subject-matter test is well aligned with the Common Core Standards, which represent an effort to significantly raise the standards for the knowledge and skills American students will need for college readiness and global competitiveness. 

Although Oregon is on the right track by administering a two-part licensing test, thus making it harder for teachers to pass if they fail some subject areas, the state is encouraged to further strengthen its policy and require separate passing scores for each subject on its multiple-subject test. Oregon should also not allow any waivers of its content tests.

Provide broad liberal arts coursework relevant to the elementary classroom.
Oregon should either articulate a more specific set of standards or establish comprehensive coursework requirements that are specifically geared to the areas of knowledge needed by PK-6 teachers. Further, the state should align its requirements for elementary teacher candidates with the Common Core Standards to ensure that candidates will complete coursework relevant to the common topics in elementary grades. An adequate curriculum is likely to require approximately 36 credit hours in the core subject areas of English, science, social studies and fine arts.

Require at least an academic concentration.
An academic concentration, if not a full academic major, would not only enhance Oregon teachers' content knowledge, but it would also ensure that prospective teachers have taken higher-level academic coursework. Further, it would provide an option for teacher candidates unable to fulfill student teaching or other professional requirements to still earn a degree.  

Ensure that arts and sciences faculty teach liberal arts coursework.
Although an education professor is best suited to teach effective methodologies in subject instruction, faculty from the university's college of arts and sciences should provide subject-matter foundation. 

State response to our analysis

Oregon recognized the factual accuracy of this analysis. The state added that it has completed an analysis of the current ORELA multiple-subjects test and will be examining the results at the November 2011 Commission meeting. The Commission will consider the adoption of a test more closely aligned with the CCSS.  

In addition, while Oregon may soon be considering minimum coursework requirements for elementary teachers (and other general education teachers), due to the graduate nature of most of its teacher preparation programs, the undergraduate coursework would necessarily be taught by liberal arts faculty. The state noted that approximately 88 percent of Oregon completers are graduate students completing a post-baccalaureate or master's program. Graduate completers often complete their undergraduate coursework elsewhere, other than the admitting university.

Research rationale

Numerous research studies have established the strong relationship between teachers' vocabulary (a proxy for being broadly educated) and student achievement. For example: A.J. Wayne and P. Youngs, "Teacher characteristics and student achievement gains: A review," Review of Educational Research 3, No. 1 (2003): 89-122. See also G.J. Whitehurst, "Scientifically based research on teacher quality: Research on teacher preparation and professional development," presented at the 2002 White House Conference on Preparing Teachers; R. Ehrenberg and D. Brewer, "Did Teachers' Verbal Ability and Race Matter in the 1950s? Coleman Revisited," Economics of Education Review 14 (1995), 1-21.

Research also connects individual content knowledge with increased reading comprehension, making the capacity of the teacher to infuse all instruction with content of particular importance for student achievement. See Willingham, D. T., "How knowledge helps: It speeds and strengthens comprehension, learning—and thinking," American Educator 30(1), (2006).

For the importance of teachers' general academic ability, see R. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation 28 (1991), 465-498; R. Greenwald, L. Hedges, and R. Laine, "Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Students' Outcomes," Educational Researcher 23, no. 3 (1994), 5-14; E. Hanushek, "Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro-Data," American Economic Review 61, no. 2 (1971), 280-288; E. Hanushek, "A More Complete Picture of School Resource Policies," Review of Educational Research 66 (1996), 397-409; H. Levin, Concepts of Economic Efficiency and Educational Production," in Education as an Industry, ed. J. Froomkin, D. Jamison, and R. Radner (Cambridge, MA: Ballinger, 1976); D. Monk and J.R. King, "Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement," Economics of Education Review 12, no. 2 (1994), 125-145; R. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record 84, no. 3 (1983) R. Murnane and B. Phillips, Effective Teachers of Inner City Children: Who They Are and What Are They? (Princeton, NJ: Mathematica Policy Research, 1978); R. Murnane and B. Phillips, "What Do Effective Teachers of Inner City Children Have in Common?" Social Science Research 10 (1981), 83-100; M. McLaughlin and D. Marsh, "Staff Development and School Change," Teachers College Record 80, no. 1 (1978), 69-94; R. Strauss and E. Sawyer, "Some New Evidence on Teacher and Student Competencies," Economics of Education Review 5 (1986), 41; A. A. Summers and B.L. Wolfe, "Which School Resources Help Learning? Efficiency and Equity in Philadelphia Public Schools," Business Review (Federal Reserve Bank of Philadelphia, February 1975).

Sandra Stotsky has documented the fact that teacher candidates often make inappropriate or irrelevant coursework choices that nonetheless satisfy state requirements. See S. Stotsky, "Can a State Department of Education Increase Teacher Quality? Lessons Learned in Massachusetts," in Brookings Papers on Education Policy, ed. Diane Ravitch (Washington, D.C.: Brookings Institution Press, 2004).

On the need for colleges and universities to improve their general education coursework requirements, see The Hollow Core: Failure of the General Education Curriculum (Washington, D.C.: American Council of Trustees and Alumni, 2004). For a subject-specific example of institutions' failure to deliver solid liberal arts preparation see, The Coming Crisis in Citizenship: Higher Education's Failure to Teach America's History and Institutions (Wilmington, DE: Intercollegiate Studies Institute, 2006).

For information on teacher licensing tests, see The Academic Quality of Prospective Teachers: The Impact of Admissions and Licensure Testing (Princeton, NJ: Educational Testing Service, 1999). A study by C. Clotfelter, H. Ladd, and J.Vigdor of elementary teachers in North Carolina also found that teachers with test scores one standard deviation above the mean on the Elementary Education Test as well as a test of content was associated with increased student achievement of 0.011 to 0.015 standard deviations. "How and Why Do Teacher Credentials Matter for Student Achievement?" The Calder Institute (2007).
 
For information on where states set passing scores on teacher licensing tests across the U.S., see chart on p. 13 of NCTQ "Recommendations for the Reauthorization of the Elementary and Secondary Education Act, Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers," (2011).