Middle School Content Knowledge: Georgia
Secondary Teacher Preparation Policy
Analysis of Georgia's policies
Content Test Requirements: Georgia requires middle-grades certification (grades 4-8) for all middle school teachers. All new middle school
teachers in Georgia are also required to pass a specific subject-area
test, one of the Georgia Assessments for the Certification of Educators
tests, to attain licensure.
Academic Requirements: Teacher preparation programs must prepare candidates in at least two of the following areas of concentration: reading, language arts, mathematics, science or social science. The state defines an area of concentration as a minimum of 15 semester hours.
Recommendations for Georgia
State response to our analysis
Georgia recognized the factual accuracy of this analysis.
Updated: December 2017
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Georgia
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General Teacher Preparation
- Program Entry
- Teacher Shortages and Surpluses
- Program Performance Measures
- Program Reporting Requirements
- Student Teaching/Clinical Practice
- Teaching Methods
Elementary Teacher Preparation
Secondary Teacher Preparation
- Middle School Content Knowledge
- Middle School Licensure Deficiencies
- Adolescent Literacy
- Secondary Content Knowledge
- Secondary Licensure Deficiencies
Special Education Teacher Preparation
Alternate Routes
Hiring
- Requirements for Out-of-State Teachers
- Provisional and Emergency Licensure
- Licensure for Substitute Teachers
- Supporting New Teachers
Teacher and Principal Evaluation
Teacher Compensation
Retaining Effective Teachers
Early Childhood Preparation
How we graded
3A: Middle School Content Knowledge
- Content Tests: The state should require that all new middle school teachers pass a separately scored subject-matter test in every core academic area for which they are licensed to teach.
The total goal score is earned based on the following:
- Full credit: The state can earn full credit if it offers a middle school license and requires teachers to pass a licensing test in every core academic area in which they are licensed to teach.
- One-quarter credit: In some cases, a state can earn one-quarter of a credit for mitigating the negative aspects of a K-8 license, for example, requiring a single subject test to teach that subject at the middle school level.
- 0/0 credit: The state will not earn any credit if it only offers a K-8 license and only requires an elementary content test.
Research rationale
Middle school grades are critical years of schooling. It is in these years that far too many students fall through the cracks. However, requirements for the preparation and licensure of middle school teachers can be especially problematic. States need to distinguish the knowledge and skills needed by middle school teachers from those needed by an elementary teacher. Whether teaching a single subject in a departmentalized setting or teaching multiple subjects in a self-contained setting, middle school teachers must be able to teach significantly more advanced content than elementary teachers. In order to do so, middle school teachers must be deeply knowledgeable about every subject they will be licensed to teach, and able to pass a licensing test in every core subject to demonstrate this knowledge.[1] The notion that someone should be identically prepared to teach first grade or eighth grade mathematics seems ridiculous, but states that license teachers on a K-8 generalist certificate essentially endorse this idea.
[1] For additional research on the importance of subject matter knowledge, see: Dee, T. S., & Cohodes, S. R. (2008). Out-of-field teachers and student achievement: Evidence from matched-pairs comparisons. Public Finance Review, 36(1), 7-32.; Chaney, B. (1995). Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics. NSF/NELS: 88 Teacher Transcript Analysis. Retrieved from http://eric.ed.gov/?id=ED389530; Weglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality (Policy Information Center report). Princeton, NJ: Educational Testing Service. Retrieved from http://www.ets.org/Media/Research/pdf/PICTEAMAT.pdf ; A report published by the National Mathematics Advisory Panel (NMAP) concludes that a teacher's knowledge of math makes a difference in student achievement. National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. US Department of Education. Retrieved from http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf