Secondary Teacher Preparation in Social
Studies: Colorado

Delivering Well Prepared Teachers Policy

Goal

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

Does not meet goal
Suggested Citation:
National Council on Teacher Quality. (2011). Secondary Teacher Preparation in Social Studies: Colorado results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/CO-Secondary-Teacher-Preparation-in-Social-Studies-6

Analysis of Colorado's policies

Colorado offers an endorsement in general social studies. This appears to be the only secondary social studies endorsement. To demonstrate content proficiency, candidates may either complete 24 semester hours of course credit or achieve a passing score on either the PLACE test ("Social Studies") or the Praxis II "Social Studies" test. Teachers with this license are not limited to teaching general social studies but rather can teach any of the topical areas.

Colorado does not articulate any additional requirements for middle school social studies teachers. The state also allows middle school social studies teachers to teach on a generalist K-8 license (see Goal 1-E).

Citation

Recommendations for Colorado

Require secondary social studies teachers to pass tests of content knowledge for each social studies discipline they intend to teach.
Although coursework plays a key role in teachers' acquisition of content knowledge, program completion should not replace the requirement of an assessment, which is the only way to ensure that teachers possess adequate knowledge of the subject area. While a major is generally indicative of background in a particular subject area, only a subject matter test ensures that candidates know the specific content they will need to teach.

Require middle school social studies teachers to pass a test of content knowledge that ensures sufficient knowledge of social studies.

State response to our analysis

Colorado asserted that the content standards for secondary subject matter, which all teachers must meet, are delineated in the Rules for the implementation of the Educator Licensing Act. 

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).