Secondary Content Knowledge: Wyoming

2017 Secondary Teacher Preparation Policy

Goal

The state should ensure that secondary teachers are sufficiently prepared to teach appropriate grade-level content. This goal was reorganized in 2017.

Does not meet

Analysis of Wyoming's policies

Content Test Requirements: Wyoming offers single-subject secondary licenses to teach grades 6-12.  The state does not require most secondary teachers to pass content tests. Only secondary comprehensive social studies teachers must pass a Praxis II content test. It also appears that the state offers endorsements in the specific subject areas of social studies, such as history, geography and political science; however, a content test is not required. 

Endorsements: In Wyoming, an endorsement can be added to an existing license by one of three methods: 

  • Completion of a preparation program in the endorsement area
  • Licensure Reciprocity (See Goal 3-A: Middle School Content Knowledge for requirements)
  • Demonstration of Competency (27 semester hours and a passing score on the assessment in the endorsement area sought)

Citation

Recommendations for Wyoming

Require subject-matter testing for secondary teacher candidates.
As a condition of licensure, Wyoming should require its secondary teacher candidates to pass a content test in each subject area they plan to teach to ensure that they possess adequate subject-matter knowledge and are prepared to teach grade-level content.

Require subject-matter testing when adding subject-area endorsements.
Wyoming should require passing scores on subject-specific content tests, regardless of other coursework or degree requirements, for teachers who are licensed in core secondary subjects and wish to add another subject area, or endorsement, to their licenses. Although coursework may be generally indicative of background in a particular subject area, only a subject-matter test ensures that teachers know the specific content they will need to teach.

State response to our analysis

Wyoming recognized the factual accuracy of this analysis.

Updated: December 2017

How we graded

3D: Secondary Content Knowledge

  • Content Tests: The state should require that all new secondary teachers pass a separately scored subject-matter test in every subject they are licensed to teach.
  • Additional Endorsements: The state should require that all secondary teachers pass a separately scored subject-matter test when adding subject-area endorsements to an existing license.
Content Tests
One-half of the total goal score is earned based on the following:

  • One-half credit: The state will earn one-half of a point if it requires all new secondary teachers to pass a separately scored licensing test in every subject they are licensed to teach. 
Additional Endorsements
One-half of the total goal score is earned based on the following:

  • One-half credit: The state will earn one-half of a point if it requires all secondary teachers to pass a separately scored content test to add subject-area endorsements to an existing license.

Research rationale

Completion of coursework provides no assurance that prospective teachers know the specific content they will teach. Secondary teachers must be experts in the subject matter they teach, and a rigorous, subject-matter specific test ensures that teacher candidates are sufficiently and appropriately knowledgeable in their content area. In fact, research suggests that a positive correlation exists between teachers' content knowledge and the academic achievement of their students.[1] Coursework is generally only indicative of background in a subject area; even a major offers no certainty of what content has been covered. A history major, for example, could have studied relatively little American history or almost exclusively American history. To assume that the major has adequately prepared the candidate to teach American history, European history, or ancient civilizations is an unwarranted leap of faith, whereas a rigorous content test could verify aspiring teachers' knowledge in each topic area.

Requirements should be just as rigorous when adding an endorsement to an existing license. Many states will allow teachers to add a content area endorsement to their license simply on the basis of having completed coursework. As described above, the completion of coursework does not offer assurance of specific content knowledge. Even states that require a content test for initial licensure should require an additional content test for adding an endorsement.


[1] Monk, D. (1994). Subject-area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13(2), 125-145; Goldhaber, D. D., & Brewer, D. J. (1997). Why don't schools and teachers seem to matter? Assessing the impact of unobservables on educational productivity. Journal of Human Research, 32(3), 505-523.; National Council on Teacher Quality. (2010). The all-purpose science teacher: An analysis of loopholes in state requirements for high school science teachers. Retrieved from http://www.nctq.org/p/publications/docs/NCTQ_All_Purpose_Science_Teacher.pdf; National Council on Teacher Quality. (2014). Infographic on secondary certification. Retrieved from http://www.nctq.org/dmsView/NCTQ_-_Standard_7,8_Groundwork_-_Infographic_on_Secondary_Certification; For consideration for elementary teachers' need to master content knowledge, see: Goldhaber, D. (2007). Everyone's doing it, but what does teacher testing tell us about teacher effectiveness? Journal of Human Resources, 42(4), 765-794.; See also: Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7), 798-812. Retrieved from
http://files.eric.ed.gov/fulltext/ED509656.pdf; For research on this effect specific to reading achievement: Carlisle, J. F., Correnti, R., Phelps, G., & Zeng, J. (2009). Exploration of the contribution of elementary teachers' knowledge about reading to their students' improvement in reading. Reading and Writing, 22(4), 457-486.