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Field (Mathematics): Teachers
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The amount of out-of-field teaching depends on how strictly one defines a match between teacher preparation and teaching assignment. In academic year 1999, 40 percent of public school students in high grades (hereafter referred to as high school students) studied mathematics with a teacher who majored in mathematics or statistics (figure 1-18 ). Another 32 percent studied with a teacher who majored in mathematics education. Broadening the definition to include teachers who minored in mathematics or statistics raised the match by 5 percentage points. Adding those who majored or minored in a natural science, computer science, or engineering increased the total by another 5 percentage points, for a total match of approximately 82 percent. In other words, about 18 percent of public high school students studied mathematics with a teacher who did not major or minor in mathematics or a related field.
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Students taught by in-field teachers scored significantly higher on general mathematics (p< .001) and algebra (p<.01) tests than did students taught by out-of-field teachers. In-field teachers scored significantly higher (p<.001 ) on the test of teachers’ subject matter knowledge than did out-of-field teachers. In-field teachers ... scored significantly higher (p<. 001) on the Carolina Teacher Performance Assessment System than did their out-of-field counterparts. No significant differences were observed between the two groups based on years of teaching experience, years of experience teaching mathematics, or level of degree earned. Overall, in-field mathematics teachers knew more mathematics and showed evidence of using more effective teaching practices than did their out-of-field counterparts.
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These SASS data clearly indicate that out-of-field teaching in core subjects is common in both public and private high schools in the United States. But, out-of-field teaching is not due to a lack of basic training on the part of teachers. In fact, SASS data indicate that almost all high school teachers in 199091 had bachelors degrees and half had graduate degrees (Choy et al. 1993). Are schools finding it difficult to recruit teachers in core subjects? Have schools adapted their organizational structures (e.g., schedules) to make best use of their core subject teachers? What percentage of high school students are being taught core subjects by out-of-field teachers?
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In academic year 1999, a vast majority of public school teachers (87 percent overall and 81 percent of mathematics and science teachers) had advanced or regular certification in their main teaching assignment field (appendix table 1-12 ). Some teachers (8 percent overall and 9 percent of mathematics and science teachers) held other types of certification, including probationary, provisional or alternative, temporary, or emergency certifications. About 6 percent of teachers in public schools held no certification in their main assignment field. These teachers might be certified in another field that may or may not be related to their main teaching field. Mathematics and science teachers more often lacked certification in their main assignment field, and this phenomenon occurred more frequently in academic year 1999 than in academic year 1993. In academic year 1993, about 7 percent of mathematics and science teachers in public schools lacked certification (Henke et al. 1997) compared with 10 percent in academic year 1999.
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Students who intend to become secondary school mathematics teachers may prepare for teacher certification by completing the requirements for a Bachelor of Science in Secondary Education with teaching field mathematics (EDMTH) in the College of Education. The following courses are recommended for such students:
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These persons must complete the professional development core, including field experiences and student teaching, and meet course requirements for a teaching field or concentration. Advisors will determine whether previous courses meet state and university requirements for certification, including such factors as how recently the courses were taken. Further information is available from the Department of Teacher Education.
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