Secondary Teacher Preparation in Social
Studies: South Dakota

Delivering Well Prepared Teachers Policy

Goal

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

Meets
Suggested Citation:
National Council on Teacher Quality. (2011). Secondary Teacher Preparation in Social Studies: South Dakota results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/SD-Secondary-Teacher-Preparation-in-Social-Studies-6

Analysis of South Dakota's policies

South Dakota does not offer secondary certification in general social studies. Teachers must be certified in a specific discipline within the subject area of social studies. 

Middle school social studies teachers in South Dakota must be certified in a middle level education program. Commendably, candidates are required to pass the Praxis II "Middle School Social Studies" test.

Citation

Recommendations for South Dakota

State response to our analysis

South Dakota recognized the factual accuracy of this analysis.

Research rationale

Carlisle, J. F., Correnti, R., Phelps, G., & Zeng, J., "Exploration of the contribution of teachers' knowledge about reading to their students' improvement in reading." Reading and Writing: An Interdisciplinary Journal, 22, 459-486 (2009) includes evidence specifically related to the importance of secondary social studies knowledge.
 
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).  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, "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). See also Harris, D., and Sass, T., "Teacher Training, Teacher Quality and Student Achievement." Teacher Quality Research (2007).