Subject-Matter Coursework vs. Subject-Matter Exams (A Situational Analysis)

Authors

Dennis Douglass, Pepperdine UniversityFollow

Abstract

Year after year, the Commission on Teacher Credentialing receives a significant number of applicants from those who want to teach in the State of California. Focusing on one of the critical concerns of low student performance and academic achievement begins with identifying potential problems within the education system, such as a lack of quality or best-fit educators in California. Becoming a teacher in the State of California has demonstrated many areas where the credentialing criterion may contain the answers to achieving higher standards and expectations from our youths in California. Incorporating subject-matter exams onto the list of teacher credentialing criteria offers an alternative option for teacher candidates who do not possess subject-matter coursework as it is also a way to fill the teacher shortage in California. One adjustment to credentialing requirements necessary to earn a teaching credential could change the entire dynamic of today’s education in California and the future of our students. Furthermore, recommendations to eliminate subject-matter examinations to satisfy teacher credentialing criteria would reduce the number of untrained and inexperienced teachers in California’s classrooms and replace them with a pool of educators who are well-equipped with tools and strategies necessary for making the grade with the state.

Recommended Citation

Douglass, Dennis (2023) "Subject-Matter Coursework vs. Subject-Matter Exams (A Situational Analysis)," The Scholarship Without Borders Journal: Vol. 1: Iss. 2, Article 4.
DOI: https://doi.org/10.57229/2834-2267.1003
Available at: https://digitalcommons.pepperdine.edu/swbj/vol1/iss2/4