Ohio has been a hotbed of education reform in recent years, but two policy areas remain mostly virgin territory: teacher preparation and licensure. I tackled the former previously; now let’s examine three significant problems with Ohio’s approach to the latter.
1. Lack of content tests for early childhood licenses
According to NCTQ’s 2014 State Teacher Policy Yearbook, Ohio is one of only four states in the nation that doesn’t require all elementary teachers to pass a content test prior to licensure (see here for the Ohio details). A list of required assessments shows that early childhood (PK–3) teachers are only required to pass the Assessment of Professional Knowledge: Early Childhood (which tests pedagogical knowledge) and Early Childhood Education assessments. The second of these tests is intended to assess a candidate’s content mastery, but closer inspection reveals that the only core content with its own, separate part of the test is language and literacy development. Math, social studies, and science content are smaller parts of “Domain III” which itself only accounts for 36 percent of the test. This 36 percent is divided among music, drama, creative movement, dance, visual arts, health, safety, and physical activity in addition to science, math, and social studies. No one is going to argue that language and literacy aren’t important enough to have their own section, but aren’t science, math, and social studies important enough to be separate too?
To put it bluntly, Ohio has no way of knowing...