Empty Curriculum

Sandra Stotsky is professor of education emerita, University of Arkansas, and was Senior Associate Commissioner at the Massachusetts Department of Elementary and Secondary Education from 1999-2003. She is the author of several books on curriculum and standards for K-12, and has published many reports and articles on teacher training and teacher licensing tests.

• Contents Preface: What Led to the Massachusetts “Education Miracle”?1. Why We Know So Little about Teacher Licensing TestsOverviewProblemSources of InformationDefinition of Key Terms2. Who Needs to be Licensed to TeachPurpose for a License in Other ProfessionsPurpose for Licensing Teachers in Public SchoolsWhy a License Is Not Required for Teachers in Private Schools Why a License Is Not Required for all Teachers in Charter Schools 3. About Teacher Licensing Tests Organizations that Develop Teacher Licensing TestsTypes of Teacher Licensing Tests Legal Basis for Teacher Licensing TestsWhen Teacher Licensing Tests Are TakenMeaning of Pass Scores What We Know about the Content of Teacher Licensing Tests4. History of Teacher Licensing Tests in the United StatesEarly Teacher ExaminationsTeacher Tests in the Twentieth CenturyGrowing Influence of Teacher Educators after World War IIRising Demand for Teacher Licensing Tests in the 1970s and 1980sCongressional Requirement in 1998 of Licensing Tests for all Teachers 5. What Generates Topics on Subject Area Licensing Tests? How the Content of Subject Area Licensing Tests May Be DesignatedReliance on a college major or minor.Usefulness of a topic approach.How Subject Area Licensure Tests Indirectly Shape the School Curriculum6. Rationale for New and Revised Licenses in the Bay StateLicensure Tests for Foreign Language TeachersLicensure Tests for Secondary Teachers of a Foreign LanguageLicensure Tests for Elementary Teachers of a Foreign Language Licensure Tests for Latin and Classical Humanities Teachers Licensure Tests for Teachers of Young StudentsStand-Alone Licensure Tests of Reading Instructional Knowledge for Teachers of Elementary-Age ChildrenLicensure Tests for Reading SpecialistsComparisons with other Licensure Tests for Elementary TeachersStand-Alone Licensure Tests of Reading Instructional Knowledge for Pre-School TeachersLicensure Tests for Teachers of Middle School StudentsLicensure Tests for Middle School Teachers of Two SubjectsLicensure Tests for Middle School Teachers of a Single Subject Licensure Tests for Mathematics TeachersLicensure Tests for Full-Time Mathematics Teachers in the Elementary and Middle School Stand-Alone Licensure Tests of Mathematical Knowledge for Elementary School Generalists Licensure Tests for Science TeachersLicensure Tests for Teachers of the Communication and Performing Arts For Music Teachers For Theater TeachersFor Dance TeachersFor Speech TeachersFor Visual Art TeachersLicensure Tests for English TeachersLicensure Tests for History TeachersLicensure Tests for U.S. Government Teachers 7. Other Facets of a Teacher Licensing System to StrengthenUndergraduate MajorsAcademic Time on TaskWeeding Out Outdated LicensesGrade Levels Covered by a LicenseGrade Levels and Practicum Hours for Student TeachingConstruction and Types of Test Items on Licensure Tests8. Strengthening Veteran TeachersGradual Expansion of Required Credit Hours in Education CourseworkRequired Coursework for a Master’s Degree Program in EducationRequirements for Professional DevelopmentConcluding Remarks9. Studies of Predictive Validity and Construct Validity Examples of Studies on Predictive ValidityWhat Studies of Predictive Validity Tell UsStudies of the Construct or Content Validity of Teacher TestsWhat Studies of Construct or Content Validity Tell Us10. Difficulties in Developing More Demanding Subject Area Licensure TestsAnomaly of Teacher Licensure Tests Claims about the Supply and Academic Quality of Prospective Teachers Measure of Value-Added or Disciplinary Knowledge: Which is Preferable?Procedural Obstacles11. What State Legislators Probably Shouldn’t Do Fail to Ask for Stronger Quality Controls Leave Academic Admission Standards Alone Rely on AccreditationRequire States to Report Annually on Pass Rates 12. What Policy Makers and State Legislators Can DoEnsure a Separate Licensing System for “Shop” TeachersRequire the Same Academic Admission Standards as Other CountriesLearn from Changes in the Bay State’s Licensing System for TeachersSome Specific Changes to MakeAbove All, Require Qualified Curriculum Directors in K-12

May 2016 Book of the Month.Stotsky has recently devoted her time to warning about the academic weakness of Common Core. She helped create Massachusetts’ English and Math standards, which were excellent before the state fell prey to Common Core. If states move forward with evidence-based reforms in teacher preparation, then failed Common Core student standards would have less impact. Well-trained teachers imparting subject matter over which they have mastery could have a greater impact on students than standards.