Secondary Content Knowledge: Michigan
Secondary Teacher Preparation Policy
Analysis of Michigan's policies
Content Test Requirements: Michigan offers single-subject secondary licenses to teach grades 6-12. The state's new certification structure will offer secondary licenses for grades 7-12, however, it is unclear at this time when those will be phased in. The state requires that its secondary teacher candidates pass a Michigan Test for Teacher Certification (MTTC) content test to teach any core secondary subjects. However the state allows a noncertificated, nonendorsed teacher to teach computer science, a foreign language, mathematics, biology, chemistry, engineering, physics, or robotics in grades 9-12, if they meet the following requirements:
- "Possesses an earned bachelor's degree from an accredited postsecondary institution.
- Has a major or a graduate degree in the field of specialization in which he or she will teach.
- If the teacher desires to teach for more than 1 year, has passed a subject area examination, if a subject area examination exists, in the field of specialization in which he or she will teach.
- Except in the case of persons engaged to teach a foreign language, has, in the 5-year period immediately preceding the date of hire, not less than 2 years of occupational experience in the field of specialization in which he or she will teach."
Endorsements: To add an additional field to a secondary license, teachers in Michigan must also pass a content test. However, Michigan cannot guarantee content knowledge in each specific subject for secondary teachers who add general science or general social studies endorsements.
Secondary Licensure Deficiencies: Unfortunately, Michigan allows both general science and general social studies licenses without requiring subject-matter testing for each subject area within these disciplines. Because secondary content testing loopholes are scored in Secondary Licensure Deficiencies, it is not considered as part of the score for the Secondary Content Knowledge goal.
Provisional and Emergency Licensure: Because provisional and emergency licensure requirements are scored in Provisional and Emergency Licensure, only the test requirements for the state's initial license are considered as part of this goal.
Recommendations for Michigan
Require subject-matter testing for all secondary teacher candidates.
Michigan should require subject-matter testing for all secondary teacher
candidates in every core academic area they intend to teach, including the STEM fields, as a
condition of initial licensure.
State response to our analysis
Michigan was helpful in providing NCTQ with facts that enhanced this analysis.
Updated: February 2020
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Michigan
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Teacher Preparation
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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.
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.
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.