Middle School Teacher Preparation : South
Carolina

Delivering Well Prepared Teachers Policy

Goal

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

Meets
Suggested Citation:
National Council on Teacher Quality. (2011). Middle School Teacher Preparation : South Carolina results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/SC-Middle-School-Teacher-Preparation--6

Analysis of South Carolina's policies

South Carolina requires middle-level certification (grades 5-8) for middle school teachers. The state also requires that middle-level candidates complete two areas of concentration with at least 15 semester hours in each area.

All new middle school teachers in South Carolina are also required to pass a single-subject Praxis II content test to attain licensure; a general content knowledge test is not an option.

Citation

Recommendations for South Carolina

State response to our analysis

South Carolina was helpful in providing NCTQ with the facts necessary for this analysis.

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.