Elementary Teacher Preparation in
Mathematics: Texas

Delivering Well Prepared Teachers Policy


The state should ensure that new elementary teachers have sufficient knowledge of the mathematics content taught in elementary grades.

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

Analysis of Texas's policies

Texas relies on coursework requirements and its standards for teacher preparation programs as the basis for articulating its requirements for the mathematics content knowledge of elementary teacher candidates.

In addition to the three semester credit hours of mathematics required by Texas's core curriculum guidelines, elementary education candidates must complete an additional six to nine semester credit hours in mathematics. However, the state specifies neither the requisite content of these classes nor that they must meet the needs of elementary teachers.

Texas has also articulated teaching standards that its approved teacher preparation programs must use to frame instruction in elementary mathematics content. The state's standards appropriately address content in mathematics foundations, but although they mention such areas as algebra, geometry and statistics, the standards lack the specificity needed to ensure that teacher preparation programs deliver this mathematics content of appropriate breadth and depth to elementary teacher candidates.

All new elementary teachers in Texas must pass a general subject-matter test, the Texas Examination of Educator Standards. The state posts only a limited number of sample items, and a review of this material calls the rigor of this test into question; the items representing elementary school content assess understanding at too superficial a level. Further, this test lacks a specific passing score for mathematics, so it may be possible to fail the mathematics portion and still pass the test.


Recommendations for Texas

Require teacher preparation programs to provide mathematics content specifically geared to the needs of elementary teachers.
Although Texas requires knowledge in some key areas of mathematics, the state should require teacher preparation programs to provide mathematics content specifically geared to the needs of elementary teachers. This includes specific coursework in foundations, algebra and geometry, with some statistics. 

Require teacher candidates to pass a rigorous mathematics assessment.
Texas should assess mathematics content with a rigorous assessment tool, such as the test required in Massachusetts, that evaluates mathematics knowledge beyond an elementary school level and challenges candidates' understanding of underlying mathematics concepts. At minimum, Texas should require a passing score specifically in math for its current content assessment. Teacher candidates who lack minimum mathematics knowledge should not be eligible for licensure.

State response to our analysis

Texas recognized the factual accuracy of this analysis. The state added that it is considering a new reading test for all elementary teachers, which would result in the removal of reading from the generalist examination. This would then allow for the expansion in the number of math items, which would be rigorous and beyond the elementary level, in the content domains and the ability to provide subscores. The RFP (Request for Proposal) that was released for the testing contract indicated a new reading test and the expansion of the core areas.

Research rationale

For evidence that new teachers are not appropriately prepared to teach mathematics, see NCTQ, No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools (2008) at:

For information on the mathematics content elementary teachers need to know, see National Council of Teachers of Mathematics, "Highly Qualified Teachers: A Position of the National Council of Teachers of Mathematics," (July 2005). See also Conference Board of the Mathematical Sciences, The Mathematical Education of Teachers, Issues in Mathematics, Vol. 11, (American Mathematical Society in cooperation with the Mathematical Association of America, 2001), p. 8.

For evidence on the benefits of math content knowledge on student achievement, see Kukla-Acevedo "Do Teacher Characteristics Matter? New Results on the Effects of Teacher Preparation on Student Achievement." Economics of Education Review, 28 (2009): 49-57; H. Hill, B. Rowan and D. Ball "Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement," American Educational Research Journal (2005).

For information on where states set passing scores on elementary level content tests for teacher licensing across the U.S., see chart on p. 13 of NCTQ's "Recommendations for the Reauthorization of the Elementary and Secondary Education Act, Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers?" (2011).