Secondary Teacher Preparation: Vermont

Delivering Well Prepared Teachers Policy

Goal

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

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

Analysis of Vermont's policies

Vermont requires that its secondary teacher candidates pass a Praxis II content test to teach any core secondary subjects.  Unfortunately, Vermont permits a significant loophole to this important policy by allowing both general science and general social studies licenses, without requiring subject-matter testing for each subject area within these disciplines (see Goals 1-G and 1-H).

Further, to add an additional field to a secondary license, teachers must also pass a Praxis II content test. However, as stated above, Vermont cannot guarantee content knowledge in each specific subject for those secondary teachers who add general science or general social studies endorsements. 

Citation

Recommendations for Vermont

Require subject-matter testing for all secondary teacher candidates.
Vermont wisely requires subject-matter tests for most secondary teachers but should address any loopholes that undermine this policy (see Goals 1-G and 1-H). This applies to the addition of endorsements as well.

State response to our analysis

Vermont pointed out that while it only requires a general social studies test, the state does require science teachers to pass both the general test plus an additional subject-specific test. Vermont added that it also requires coursework in all subject areas for science and social studies in order to receive a recommendation. 

Last word

NCTQ offers a full analysis of Vermont's general science and general social studies requirements in Goals 1-G and 1-H, respectively.  

Research rationale

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).  See also Harris, D., and Sass, T., "Teacher Training, Teacher Quality and Student Achievement." Teacher Quality Research (2007).Evidence can also be found in White, Pressely, 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).