State Teacher Policy Database Homepage › Kentucky › Policy Priority: Elementary Math

Preparation Program Approval

Learn more about how Kentucky is performing on Preparation Program Approval in the Elementary Math policy area.
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Kentucky’s Performance

Strong
NCTQ evaluates whether states effectively use this policy lever by examining whether states (1) maintain control of the program approval process rather than yielding control to a third-party reviewer, (2) review course syllabi as part of the program review process, (3) require inclusion of math experts in instructional reviews, and (4) use pass rate data in program approval.

Why does this matter?

Without thorough program reviews, states have no way to ensure teacher preparation programs are effectively preparing candidates to teach math. Clear evidence from teacher surveys reveals that many elementary teachers do not feel adequately well prepared to teach many areas of math.1 NCTQ’s Teacher Prep Review found that just 16% of undergraduate programs dedicate sufficient time to both essential math content and math-specific pedagogy. Because states are responsible for approving these programs, they have both the authority and the obligation to confirm that programs are implementing strong standards and evidence-based instructional practices.

Why does Kentucky stand out?

As part of the Kentucky Numeracy Counts Act, the state’s Education Professional Standards Board is required to report data on factors like teacher assessment scores to improve aspiring teachers’ success in demonstrating math instruction, content knowledge, and skills. The Board is also responsible for developing evaluation rubrics for observing teacher candidates focused on both content and pedagogy, as well as identifying effective assessments for teacher candidates that measure mathematics instruction, including content and practice standards. No later than November 1 of each year, the Council on Postsecondary Education must submit a report, based on an external evaluation, to the Legislative Research Commission, the Interim Joint Committee on Education and the Interim Joint Committee on Appropriations and Revenue, summarizing the compliance of each teacher preparation program for alignment to the elementary standards to the instructional requirements of the Kentucky Numeracy Act.

What are the key actions Kentucky should take?

    • Key Resources

    State of the States: Five Policy Levers to Improve Math Instruction

    Explore which states are implementing policies to improve math instruction

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    Teacher Prep Review: Solving for Math Success

    Read more about the performance of over 1,100 elementary teacher preparation programs in preparing educators to teach math.

    Explore resource

    Professional development that delivers: discovering the keys to better math and science outcomes

    Discover which features of math and science professional development are most strongly linked to student achievement

    Explore resource

    In the eye of the beholder: What happens when teachers think the curriculum is too tough for students

    Learn how teachers' perceptions of curriculum difficulty - and the support they receive - can determine whether students get grade-level instruction.

    Explore resource
    References
    1. Horizon Research, Inc. (2019). Highlights from the 2018 NSSME+. http://horizon-research.com/NSSME/wp-content/uploads/2019/01/Highlights-from-2018-NSSME.pdf