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Elementary mathematics specialist graduate certificate.

Elementary Mathematics Specialist Graduate Certificate

Certificate

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Next start date:

August 26, 2024

About This Program

Utah State University's online Elementary Mathematics Specialist (EMS) Certificate is designed for graduate students and professionals to strengthen their mathematics content, pedagogy and leadership knowledge and expertise to serve as leaders in elementary mathematics.

As outlined in the Association of Mathematics Teacher Educators (AMTE) standards, Elementary Mathematics Specialists are "teachers, teacher leaders, or coaches who are responsible for supporting effective mathematics instruction and student learning at the classroom, school, district, or state levels."

Students who complete the EMS Certificate program will receive a graduate-level certificate as an Elementary Mathematics Specialist that is aligned with national standards. The program is offered completely online. Participants may complete the 24-credit EMS Certificate in one year. USU's EMS Certificate is available as a stand-alone program, and is also complementary to USU's Master of Education degree. In addition, USU's EMS Certificate is complementary to the Elementary Mathematics Endorsement and the Elementary Mathematics Specialist Endorsement awarded by the Utah State Board of Education.

The First Step is a Conversation. Talk to Katherine.

Katherine Vela

Katherine Vela

Assistant Professor of Mathematics Education (435) 613-5018 [email protected]

College: College of Education & Human Services

Department: Teacher Education & Leadership

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Elementary Mathematics Specialist Curriculum Preview

Math 6521 - mathematics for teaching k-8: numbers and operations, math 6523 - mathematics for teaching k-8: algebraic reasoning, math 6551 - mathematics for teaching k-8: assessment and intervention, math 6552 - mathematics education leadership knowledge and skills.

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elementary math education graduate programs

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Master of Arts

Mathematics Education Master's (K-6)

Add to your teaching license with an online elementary math degree.

Join us in helping students find a passion for math by earning a master's degree in math education. STEM is increasingly important for schools and students, and WGU is proud to support this mission by having more STEM graduates than any other college in the country.* As a credentialed elementary school teacher, you see the value in becoming the best teacher possible. This elementary math program will give you the skills you need to become a distinguished educator and positive influence on your students. Become a math expert, and be better equipped to connect with different kinds of learners. This degree program will help you connect with your young students in new ways, improving outcomes and understanding.

Our K–6 math curriculum is specifically designed to focus on the strategies and teaching methods that connect with diverse learners, increase interest in mathematics, and improve student confidence and understanding. This elementary math program is not intended for aspiring teachers seeking licensure or certification or already-licensed teachers seeking an additional endorsement.

*Source:  NCES data

Interested in teaching other grade levels? Check out the following WGU degree programs for already-licensed teachers: M.A. Mathematics Education (Secondary) and M.A. Mathematics Education (Middle Grades) .

elementary math education graduate programs

Eligibility note:  The M.A. Mathematics Education (K–6) online math program is for already-certified teachers who already hold a bachelor's degree and wish to gain additional elementary math (K-6) content knowledge. This elementary math program is not intended for aspiring teachers seeking licensure or certification. If you are seeking your teaching certificate, please view our  online teaching programs leading to teacher licensure .

61% of graduates finish within

Use your experience as a teacher to graduate faster! WGU lets you move more quickly through material you already know and advance as soon as you're ready.

*WGU Internal Data

Tuition per six-month term is

Tuition charged per term—rather than per credit—helps you control the ultimate cost of your degree. Finish faster, pay less!  

Average salary increase

 Graduates of this program report an average salary increase of $16,216 after completing their WGU degree.

Ready to Start Your WGU Journey?

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Elementary Math Education Courses

A nationally recognized curriculum designed to help you upgrade your teaching career with mathematics credentials..

Program consists of 10 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

WGU's M.A. in Mathematics Education is an affordable, online math master's program that prepares you to teach math effectively at the elementary school level. Our math master's curriculum focuses on the importance of teaching math to elementary school students and making math relevant and understandable for young minds.

WGU is the nation’s largest provider of math and science teaching degrees.* Our graduate degree for elementary school math teachers was designed (and is regularly updated) with input from experts on our Education Program Council , who know what it takes to successfully teach K-6 mathematics. This curriculum is nationally recognized by the National Council of Teachers of Mathematics (NCTM). 

This program is specifically designed for working adult students, so you can honor your current work and family responsibilities while completing your coursework.

This program is made up of the following courses. You will complete them one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you’ll pass the assessment, complete the course, and move on. This means that you can finish as many courses as you're able in a term at no additional cost.

The M.A. Mathematics Education (K–6) program is a mostly online program that you will complete by studying and working independently with instruction and support from WGU faculty. 

Number Sense and Functions is a performance-based assessment that evaluates a student's portfolio of work. This portfolio includes the student's responses to various prompts and an original lesson plan for each of the mathematics modules such as number sense, patterns and functions, integers and order of operations, fractions, decimals, and percentages.

Graphing, Proportional Reasoning and Equations/Inequalities is a performance-based assessment that evaluates a student's portfolio of work. This portfolio includes the student's responses to various prompts and an original lesson plan for each of the mathematics modules such as coordinate pairs and graphing, ratios and proportional reasoning, and equations and inequalities.   

Geometry and Statistics is a performance-based assessment that evaluates a student's portfolio of work. This portfolio includes the student's responses to various prompts and an original lesson plan for each of the mathematics modules such as geometry and measurement, statistics and probability.   

Mathematics (K-6) Portfolio Oral Defense: Mathematics (K-6) Portfolio Defense focuses on a formal presentation. The student will present an overview of their teacher work sample (TWS) portfolio discussing the challenges they faced and how they determined whether their goals were accomplished. They will explain the process they went through to develop the TWS portfolio and reflect on the methodologies and outcomes of the strategies discussed in the TWS portfolio. Additionally, they will discuss the strengths and weaknesses of those strategies and how they can apply what they learned from the TWS portfolio in their professional work environment.

Finite Mathematics covers the knowledge and skills necessary to apply discrete mathematics and properties of number systems to model and solve real-life problems. Topics include sets and operations; prime and composite numbers; GCD and LCM; order of operations; ordering numbers; mathematical systems including modular arithmetic, arithmetic and geometric sequences, ratio and proportion, subsets of real numbers, logic and truth tables, graphs, and trees and networks. There are no prerequisites for this course.

The Research Foundations course focuses on the essential concepts in educational research, including quantitative, qualitative, mixed, and action research. This course also teaches students concepts about measurement and assessment, as well as strategies for obtaining warranted research results.

The Research Questions and Literature Reviews course focuses on how to conduct a thorough literature review that addresses and identifies important educational research topics, problems, and questions, and helps determine the appropriate kind of research and data needed to answer one's research questions and hypotheses. Research Foundations is a prerequisite for this course.

The Research Design and Analysis course focuses on applying strategies for effective design of empirical research studies. Particular emphasis is placed on selecting or constructing the design that will provide the most valid results, analyzing the kind of data that would be obtained, and making defensible interpretations and drawing appropriate conclusions based on the data. Research Questions and Literature Review is a prerequisite for this course.

Research Proposals focuses on planning and writing a well-organized and complete research proposal. The relationship of the sections in a research proposal to the sections in a research report will be highlighted. Research Design and Analysis is a prerequisite for this course.

MA, Mathematics Education (K-6) Capstone Written Project takes the student through the steps of planning and conducting research on a topic or issue related to the students' practice setting. The result is expected to be a significant piece of research, culminating in a written research report, including sections describing a literature review, methodology, and detailed analysis and reporting of results. Prerequisite Courses: Research Foundations (C224), Research Questions and Literature Review (C225), Research Design and Analysis (C226), and Research Proposals (C227) or permission of a faculty manager. Additionally, students wishing to add the Capstone with fewer than eight weeks remaining in the term must receive permission of the faculty manager.

Capstone Project

Special requirements for this program

 The M.A. Mathematics Education (K–6) program requires the successful completion of a capstone project. This written project will take you through the steps of planning and conducting research on a topic or issue related to your practice setting. The result is expected to be a significant piece of research, culminating in a written research report, including sections describing a literature review, methodology, and detailed analysis and reporting of results.

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

  • Mathematics: Demonstrated proficiency in solving mathematical problems.
  • Lesson Planning: Identified common areas of confusion or challenge in a course or curriculum.
  • Educational Evaluation: Developed well-crafted assessments tailored to address specific learning goals, enabling accurate evaluation of student progress.
  • Problem Solving: Conducted research to find effective solutions to a problem.
  • Communications: Explained intricate details and concepts to effectively convey ideas, resulting in improved understanding for students.
  • Differentiated Instruction: Effectively selected strategies that support differentiated instruction for all students, ensuring that individual learning needs, abilities, and interests are met, resulting in an inclusive and effective learning environment.

“Every step along the way at WGU was amazing! From the enrollment counselor to the mentors, all faculty were helpful and had excellent communication skills.”

—Dana Hatfield M.A. Math Education (K–6)

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 2 years, minimal acceleration options

As quickly as you can master the material, can finish programs in under 2 years

elementary math education graduate programs

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you set up your Student Teaching, learn about teaching certification in your state, and more. You're not alone when you choose an online education degree at WGU.

elementary math education graduate programs

On Your Schedule

Students choose WGU for their  online teaching degree program  because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

elementary math education graduate programs

Strong Alumni Network

When you enroll in an online master's degree program at WGU, you join an impressive network of teachers. Over 13,000 students graduated from the Teachers College in 2021 alone, taking their skills and impacting the educational system all around the United States.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

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COST & TIME

When We Say Affordable We Mean It

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A Master's Degree Is Within Reach

There is help available to make paying for school possible for you:

elementary math education graduate programs

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

elementary math education graduate programs

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

elementary math education graduate programs

Many scholarship opportunities are available. Find out what you might be eligible for.

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the  Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

At WGU, we understand that you have professional responsibilities, family obligations, and personal commitments. That’s why we offer a personalized, flexible approach to higher education. You'll be challenged, you'll work hard—and you’ll get a solid, career-focused education that fits your life. Complete your coursework online, anytime and anywhere your schedule allows, and move through assignments and assessments at an accelerated pace if you’re able.

WGU's K–6 mathematics education master's degree program is designed for licensed teachers who already have a bachelor's degree and who wish to improve their knowledge and teaching skills to teach mathematics at the elementary school level.  

"I received a great education from WGU while obtaining my master's degree from the Teachers College. I loved that I could go at my own pace. The instructors, evaluators, and my mentor all supported my achievement in this program. This was a challenging program but well worth my time and money.”

—Faith Leonard M.A. Math Education (K–6)

elementary math education graduate programs

CAREER OUTLOOK

A Fulfilling Career Filling a Crucial Gap in American Elementary Education

A nationwide shortage of math teachers has created a high demand for educators with the knowledge and training to help young learners understand numbers and develop basic problem-solving skills. WGU's M.A. in Mathematics Education is specifically designed to prepare you to teach elementary school math.

The U.S. Department of Education , in Foundations for Success: The Final Report for National Mathematics Advisory Panel , advises an increase in math curriculum for elementary kids. The report notes that improving K–12 mathematics education is a national interest and recommends adding "math specialist teachers" to primary schools. Teachers in this specialist role would serve as full-time educators in the classroom, or as math coaches for K–12 teachers. This unique position will require specialized knowledge, and a master’s degree in mathematics education can help you prepare for that type of leadership role.

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

The number of elementary school teaching positions in the United States is expected to grow by 4% by 2031. The demand for STEM teachers could lead to even higher growth for educators specializing in math.

—U.S. Bureau of Labor Statistics

WGU Has Alumni Teaching in Schools Across the Country

Graduates of WGU's online Teachers College have found meaningful, rewarding teaching careers in classrooms at:

  • Inclusionary K–12 classrooms
  • Middle/junior high schools
  • High schools
  • Private and charter schools

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

  • Gates Millennium Scholars
  • Intel Grant for Mathematics and Technology
  • Claes Nobel Educator of Distinction Award
  • Milken Family Foundation National Educator Award
  • Association of Public Charter Schools Educator of the Year Award

Master's in Primary Grades Mathematics Education Admission Requirements

If you enroll in a program that also includes a special endorsement, (such as the M.A. Mathematics Education, with an endorsement to teach K–6 mathematics) the following is required of you:

  • A copy of a valid teaching license.
  • Official transcripts that demonstrate you have earned a bachelor’s degree from a recognized accredited university.

An Enrollment Counselor will instruct you as to when and how to submit your teaching license prior to or during your program.  

Transfer Credits

elementary math education graduate programs

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

elementary math education graduate programs

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

More About the M.A. in Math Education (K–6)

  • More About This Degree

I am currently a math teacher. Can I enroll in the M.A. Math Education?

Our M.A. Math Education program is designed for licensed teachers who want to expand their abilities by adding a math endorsement.

Is there a practicum requirement for this program?

There will be a small practicum in the capstone for the degree. You will be teaching a multi-week lesson plan to a body of at least 10 students. This lesson plan usually consists of about 10 hours of in-class time.

Does WGU offer financial aid?

WGU is approved to offer  federal student aid . You will need to apply using the FAFSA, which is used to determine your eligibility for aid. WGU’s FAFSA school code is 033394.

Are there scholarships available?

Scholarships are available for new WGU students and returning graduates.  This video shows more  about scholarship opportunities and how they can help you pay for school. Get information on:

  • How to apply
  • Eligibility requirements
  • Examples of scholarships
  • What happens after you apply
  • Other financial aid options

How does tuition work at WGU?

WGU's tuition is a flat rate that is charged every six months. You can take as many courses as you are able in that six-month term—with no extra cost. You simply pay for the term and do as much work as you can or want to during that time. This means that finishing faster helps you save money—a major benefit you won't find at most other schools. 

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Elementary Math Specialist

  • Childhood Education with a Specialization in Science, Technology, Engineering and Math (STEM)
  • Dual Certification-Childhood Special Education: Behavior Disorders
  • Dual Certification-Childhood Special Education: Learning Disabilities
  • Dual Certification-Childhood Special Education: Severe/Multiple Disabilities
  • Literacy (Birth to Grade 6)
  • Childhood Special Education: Behavior Disorders for NYS Certified Teachers
  • Childhood Special Education: Severe/Multiple Disabilities for NYS Certified Teachers
  • Childhood Special Education: Learning Disabilities for NYS Certified Teachers

Program Overview

This graduate program will provide you with a strong foundation in mathematics, pedagogy and leadership to be an effective professional development facilitator, coach, or cluster teacher of mathematics in an public, private, charter or parochial elementary school setting.

Coursework and Clinical Experiences

Courses are offered in the afternoon and evening. Some courses may be available in an online or hybrid format. Select courses have required hours of classroom experience (clinical experiences) in a New York City public school.

Certification

For those who hold Initial New York State Teacher Certification in Childhood Education, and seek to fulfill the master’s degree requirement for Professional Certification in New York State: Professional Certification in Childhood Education (for those who are certified in Childhood Education)

For educators who are not certified in New York State, or do not wish to obtain certification, but seek a specialized Master’s degree in Elementary Mathematics Education: This program does not lead to certification or licensure.

Eligibility and Admission Requirements

For applicants who hold initial new york state teacher certification in childhood education.

  • A bachelor’s degree from an accredited institution with an overall Grade Point Average (GPA) of at least 3.0. Students with a master’s degree must have an overall Grade Point Average (GPA) of at least 3.3 in their graduate coursework
  • New York State (NYS) certification in Childhood Education (for those seeking Professional Certification)
  • Two letters of recommendation
  • A statement of purpose
  • An official Graduate Record Examination (GRE) score report (Waived for Fall 2024 applicants). Certified teachers who hold a graduate degree are exempt from this requirement.
  • Preference will be given to candidates with teaching experience in grades 1-6

For educators who do not hold Initial New York State Teacher Certification

  • An official Graduate Record Examination (GRE) score report (Waived for Fall 2024 applicants).
  • Preference will be given to candidates with teaching experience in grades 1 to 6

Applications are accepted each Fall semester.

To start your application, visit the  Hunter College Online Application.

For applicants with NYS Certification in Childhood Education: When applying to this program under Program of Study, select School of Education – Childhood & Early Childhood Education, and Elementary Mathematics Specialist.

Application Deadlines

  • March 15 (Priority Deadline)
  • April 15 (Extended Deadline)

Visit  How to Apply  for information about deadline extensions.

CUNY Sponsored Application Fee

Applicants applying to this program by June 30, 2024, will have their application fee sponsored by CUNY.

Related Programs

If you would like to pursue New York State teacher certification, consider our master’s program in Childhood Education.

Contact an Admissions Advisor

[email protected]

Program Leader

Frank Gardella

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The courses of the Elementary Mathematics Specialist Program emphasize deep learning of mathematical content as well as mathematics educational leadership and progressive mathematics pedagogy appropriate for teaching elementary students.

The Elementary Mathematics Specialist endorsement must be associated with a Master’s degree. The courses for this endorsement associated with a Master’s degree are offered through two different avenues. (1) Candidates can gain a Master’s Degree in Education by taking the required Elementary Mathematics Specialist courses as an area of emphasis along with master’s core and capstone courses for a total of 36 hours of course work (see table below). Or, if the applicant already has a master’s degree in education, candidates can gain a graduate certificate by taking only the required Elementary Mathematics Specialist courses for a total of 21 hours of course work. After finishing the program through either of these two avenues, candidates can apply for the Elementary Mathematics Specialist endorsement on their current, regular education, teaching license from the WV Department of Education. If a candidate is working towards endorsement in another state, the candidate must check with their state board of education to see if this program is compatible with that state’s Elementary Mathematics Specialist endorsement requirements.

If the candidate does not have a master’s degree and only wants to gain the graduate certificate, then the candidate can apply for an Elementary Mathematics Specialization endorsement on their current, regular education, teaching license. If a candidate is working towards endorsement in another state, the candidate must check with their state board of education to see if this program is compatible with that state’s Elementary Mathematics Specialization endorsement requirements.

  • Mathematics Education

Professor Nick Wasserman writes an equation on a white board

Leading with Skill and Purpose

Master the skills you need to advance in the field of Mathematics Education. Take the next step and start your application today!

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Welcome to the Mathematics Education program

The Mathematics Education program places a strong emphasis on mathematics content and the role of mathematical thinking in the teaching and learning of math. Our M.A. degrees offering both initial and professional certification while our advanced Ed.M. and doctoral degrees are geared toward teaching, supervision, and research roles which span from elementary through college levels of instruction. Our graduate students become leaders in mathematics education at all levels.

Choose Your Degree

Our program offers a variety of degrees for pre-professional and professional teachers as well as advanced degrees for students interested in tackling the teaching of mathematics in-depth. 

  • I want initial certification to teach in grades 7-12
  • I want an advanced masters for teaching in grades 7-12
  • I'm interested in a degree, but I don't need certification
  • I'm interested in doctoral study or teaching educators at the college level

Our M.A. programs are geared towards pre-professional teachers who are just starting out in the field.

  • M.A. with Initial Certification (36-credit)
  • M.A. with Transitional B Certification (36-credit)
  • M.A. through Teaching Residents at Teachers College (36-credit)

We offer two degrees for graduate students who are pursuing advanced masters degrees.

  • M.S. degree (60-credits) — emphasizes preparation in mathematics content.
  • Ed.M. degree (60-credits) — places emphasis on preparation in professional education. 
  • M.A. in Mathematics Education (non-certification) - 32-credits
  • Doctor of Education, Ed.D. (90-credits)
  • Doctor of Education in the College Teaching of Mathematics, Ed.D.C.T. (90-credits)
  • Doctor of Philosophy in Mathematics Education, Ph.D. (75-credits)

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Program Research

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Journal of Mathematics Education at Teachers College

JMETC is affiliated with the Teachers College Program in Mathematics Education. Over its long and distinguished history, the Program in Mathematics Education has stressed the preparation of leaders in education. Faculty and staff are committed to leadership training through a variety of courses, workshops, and research experiences, domestic and through international study offerings.

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Admissions Information

Application requirements.

  • Mathematics Education NY State Initial: Mathematics 7-12
  • Mathematics Education NY State Professional: Mathematics 7-12
  • Mathematics Education (Peace Corps) NY State Transitional B: Mathematics 7-12
  • Mathematics Education (Teaching Residents) NY State Initial: Mathematics 7-12 [Program is not accepting applications for the 2024 cycle.]

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Program Director : Professor Alexander Karp

Teachers College, Columbia University 323 Thompson

Phone: (212) 678-3381 Fax: (212) 678-8319

Email: tcmath@tc.edu

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  • Elementary Mathematics Education Concentration

Elementary Mathematics Education Concentration for M.Ed./Multiple Subject Students

Education Studies at the University of California, San Diego offers an innovative opportunity to interested and qualified candidates. EDS will train students for an Elementary Mathematics Education Concentration offered by the program as a supplement to the Preliminary Multiple Subject Credential. Students who participate in this program will be uniquely prepared to combine their knowledge of mathematics content and pedagogy in order to become effective teachers of mathematics and potentially mathematics leaders at their school sites.

Students accepted into the program will take an additional seminar (EDS 355ABC: Advanced Mathematics Teaching Practices for Grades K-6, 2 units/quarter) that will meet regularly during the credential year. This seminar will focus on issues of teaching and learning mathematics in the elementary classroom.  The seminar will feature guest speakers, hands-on training, and participation in professional development workshops and seminars.  Students pursuing the EMEC will also have specialized student teaching placements that will allow them to work collaboratively with expert mathematics teachers.  To complete their training, students participating in this emphasis program will take a specially designed mathematics content course (EDS 385: Elementary School Content and Pedagogy) in the summer.

There is a lack of highly qualified mathematics and science teachers at the elementary level. The EMEC will help develop a cadre of qualified, highly motivated elementary school mathematics teachers. Increasingly, local school districts are seeking highly qualified mathematics teachers to fill specialized mathematics leadership and lab leadership positions. Most importantly, elementary students need a solid foundation in mathematics to succeed in their academic and professional careers. Teachers who have earned the EMEC will be especially qualified to meet this challenge.

Incoming Preliminary Multiple Subject Credential/MEd students with at least two college level mathematics courses will be given preference for this program. However, the faculty will consider any highly motivated multiple subject student for participation. Students with fewer than two college level math courses may be required to take additional math courses after completing the credential year.

If you have questions about the EMEC program, contact:  Interim TEP Director, Chris Halter

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Professional Master of Arts in Elementary Math, Science, and Technology Education

The PMA in elementary math, science, and technology education is a 33 credit-hour program that boosts your effectiveness teaching STEM materials.

Taking Your Future Forward

Stepping up your STEM teaching demands practical, hands-on experience. As a Bradley graduate student, you’ll find a wealth of tools and resources to bring STEM to life in your classroom. With courses online and residencies on campus, the program is designed for K-8 certified teachers and you can complete it in three years.

Graduate Admission Requirements

Learn more about graduate admission standards and application requirements on our Requirements page .

Program Admission Requirements

  • 18 semester hours of at least two different science content areas with a C or better
  • Must pass a mathematics placement exam demonstrating proficiency in college-level algebra and precalculus skills

Graduate Program Requirements

Required Courses - 27 hrs.

  • MST 600: Investigative Math, Science, and Technology for Educators: Energy - 3 hrs. OR MST 601: Investigative Math, Science, and Technology for Educators: Motion - 3 hrs. OR MST 609: Investigative Math, Science, and Technology for Educators: Special Topics - 3 hrs.
  • MST 610: Math Through Inquiry - 3 hrs.
  • MST 611: Directed Research in Science & Math Internship - 1 hr.
  • MST 612: Introduction to Teacher Leadership - 1 hr.
  • MST 650: Inquiry-based Curriculum: Development and Analysis - 3 hrs.
  • MST 620: Topics in Investigative Math, Science, & Technology For Educators II: Evolution - 3 hrs. OR MST 621: Investigative Math, Science, & Tech. for Educators: Environmental Science - 3 hrs. OR MST 629: Investigative Math, Science, & Tech. for Educators: Special Topics - 3 hrs.
  • MST 660: Research in Math and Science - 2 hrs.
  • MST 670: Action Research: Methods and Practice - 3 hrs.
  • MST 680: Nature of Inquiry and Innovation - 3 hrs.
  • MST 681: Advanced Teacher Leadership - 2 hrs.
  • MST 685: STEM Education Project - 1 hr.
  • MST 685: STEM Education Project - 2 hrs.

Elective Courses (choose two) - 6 hrs.

  • MST 630: Teaching Science Using Robotic Platforms - 3 hrs.
  • MST 631: The Science of Foods and Nutrition - 3 hrs.
  • MST 632: The Science of Matter - 3 hrs.
  • MST 633: Pharmacology and the Human Brain - 3 hrs.
  • MST 634: Crime Scene Science - 3 hrs.
  • MST 635: The Science of Global Climate Change - 2-3 hrs.
  • MST 636: The Science of Computer Games - 3 hrs.
  • MST 637: Scientific Myths and Misconceptions - 2-3 hrs.
  • MST 639: Special Topics - 1-3 hrs.
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Mathematics Cohort

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Mathematics next cohort to begin Fall 2023 with application deadline of July 15, 2023.

The Master of Education (MEd) in Elementary Mathematics Specialist degree program prepares teacher leaders who possess strong specialized content knowledge including a deep understanding of how elementary students learn and can apply such knowledge and understanding to their leadership and instructional practices. The program is considered Distance Education (DE) and offered off campus, at school sites in the region. Most courses are taught through a combination of face-to-face and online instruction with professors who are experts in their fields that bring experience teaching elementary school students using theoretical and research-based methods that promote student learning and engagement.

Career Enhancement

Advanced study to become a leader in elementary mathematics opens doors and provides opportunities for you to:

  • Improve your daily mathematics instruction with your students
  • Build instruction on recent research of how children learn math
  • Teach mathematics that spans all disciplines in an elementary school classroom
  • Be a leader in elementary mathematics at your school or district
  • Support other teachers’ mathematics instruction
  • Become a curriculum developer
  • Work in informal mathematics education centers

“The experience and the hands-on collaboration really has impacted me as we learn from each other.”

–Vangela Eleazer, a master’s student in the elementary education program (math cohort)

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Time to Complete

The MEd programs are designed for practicing teachers with options to take one or two courses per semester. Typically, completion of the program takes 1.5 to 2 years. 

Emphasis: Mathematics

The program combines mathematics content and research-based instruction practices that support elementary students’ learning of mathematics. 

What Our Alumni Have to Say

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Diane Hunter ’13, ’16MED

“A Direct Connection from Coursework to My Classroom” 

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Vanessa Rossitz ’15MED

“A Flexible Program that Fit My Full-Time Teaching Schedule” 

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Irene Armstrong Graduate Student Services Specialist 919.515.3221

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Bachelor of science in elementary education, master of education in elementary education, ph.d. in teacher eduction and learning sciences: elementary education in mathematics and science program area of study.

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Increase your earning potential

Master elementary math pedagogy

Hands-on learning in your own classroom

#1 most focused Math Ed college in MO

What you will study

UCM’s Elementary Mathematics Specialist EdS degree program builds your expertise in major mathematics concepts, procedures and pedagogy. Our virtual learning platform facilitates meaningful connection with your peers and expert faculty while enabling you to put new concepts and techniques to work immediately in your own classroom. 

In the Elementary Mathematics Specialist degree program at UCM, you’ll gain an advanced understanding of:

  • Mathematical concepts: UCM’s Mathematics Specialist teacher program will strengthen your mastery of mathematics. Refresh and deepen your understanding of numbers and operations, rational numbers and proportional reasoning, algebraic reasoning and geometry and measurement.
  • Leadership skills specific to your field: Learn the most effective ways to guide improvements to elementary math programs in your school and district. You’ll be able to lead professional development exercises to support your colleagues, improve student learning outcomes, become more effective in your current role and qualify for higher-level elementary math specialist jobs.
  • Original research methodology: In UCM’s Elementary Mathematics Specialist degree program, you’ll have the opportunity to conduct independent research in elementary mathematics education. Our faculty will work with you to develop your research and inquiry techniques as you write a research paper or formal thesis.

Excellence in Mathematics Education

  • #1: Most Focused College for Mathematics Education in Missouri (College Factual, 2022)
  • Top 10%: Most Focused Colleges for Mathematics Education (College Factual, 2022)
  • Top 15%: Most Focused Colleges for Education (College Factual, 2022)

Unique learning opportunities in teaching elementary mathematics

The University of Central Missouri’s Elementary Mathematics Specialist teacher program emphasizes hands-on learning that you can apply immediately to your own classroom and educational environment. Graduates of our Elementary Mathematics Specialist degree program frequently report that they find extreme value in this applied learning approach:

  • Internships: The internship classes for our Elementary Mathematics Specialist degree program meet synchronously or in person to best support the process of applying your new skills. Whether you’re working on a program within your current classroom, at a different grade level or for your district, your graduate degree will be tailored to meet your goals and timeline. 
  • Professional development: Lean into your developing leadership skills by participating in conferences and other professional networking opportunities. Students in the UCM Elementary Mathematics Specialist teacher program frequently attend — and sometimes present at — the annual conferences for the Missouri Council of Teachers of Mathematics and NCTM.

What can you do with a Post-Master’s Elementary Mathematics Specialist degree from UCM?

The University of Central Missouri’s Elementary Mathematics Specialist degree program will help you become a more effective classroom teacher and prepare you for leadership roles in math education. Elementary math specialist jobs include math coach, math resource teacher, math teacher in a departmentalized setting and math curriculum specialist. 

What you learn over the course of your Elementary Mathematics EdS will empower you to take your career to new heights anywhere in the country. Current Missouri educators will also qualify to take the state’s assessment for an advanced teaching certificate as an elementary mathematics specialist. Some school districts seek out candidates with this certification to instruct other educators.

If you decide to pursue a doctoral degree, the UCM College of Education is regionally accredited by CAEP, opening up the possibility for transferring your credits. 

Learn more about elementary math specialist jobs

Explore trends, salaries and outlooks for math specialist jobs in Missouri and across the country using the interactive tool below.

Financial assistance options for your Elementary Math Specialist degree

The University of Central Missouri has been providing excellent, affordable degree programs for educators for more than 150 years. Consistently ranked among top regional universities by U.S. News and World Report, UCM offers a graduate education that represents tremendous value.

As a graduate student in UCM’s Elementary Math Specialist degree program, you may qualify for a variety of loans, grants, scholarships, assistantships and other programs. Your financial advisor will work with you to identify how best  to finance your advanced degree , so you can prepare for elementary math specialist jobs without taking on excessive student debt. 

In addition to university-wide funding opportunities, you may be eligible for additional scholarships as a math specialist. You can learn more about what scholarships you may qualify for by using the UCM Scholarship Finder .

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Meet Sandy S.

EdS Elementary Mathematics Specialist ’16

“Thanks to earning my Elementary Math Specialist degree from UCM, I am a great help to my peers who need suggestions on how to find resources to help struggling students or to access more ways to teach math curricula. I can’t imagine teaching math now without what I gained in this program.”

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Meet Dr. Charlene Atkins

Elementary Math Specialist program coordinator

Dr. Atkins brings more than 25 years of experience in K–12 and higher education to the Elementary Mathematics Specialist degree program. With her BSE in Business Education, MS in Educational Technology, MS in Mathematics and Ph.D. in Mathematics Education, she can work with you to illuminate the intersections of mathematics education, teacher education and instructional technology.

Additional Teaching Certification

Our program leads to an advanced Missouri teaching certificate as an elementary mathematics specialist. This will open new career options for you!

Statewide Collaborative

UCM is one of six universities in Missouri working collaboratively to offer the elementary mathematics specialist program. These universities have worked together for many years to design a program that prepares you well to work as a math specialist. Courses transfer easily among these universities.

Admission Requirements

  • Current teaching certification
  • 2.5 minimum undergraduate GPA

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A two-year, online/campus-based, cohort program providing content preparation, school-based internship, and leadership courses leading to Missouri's add-on Elementary Mathematics Specialist certification

The call to improve student achievement in mathematics is particularly challenging at the elementary level where teachers generally receive limited specialized training in mathematics or mathematics pedagogy. In order to address this demand for highly-trained mathematics teachers who may act as administrators and supervisors of mathematics programs, mathematics coaches, and teachers of mathematics at the elementary level, the Missouri Department of Elementary and Secondary Education has established an advanced certification of Elementary Mathematics Specialist. This program is designed to prepare students for this certification by offering in-depth study of grade appropriate mathematics as specified in the Common Core State Standards for Mathematics (2010), supervised application of pedagogy and leadership training.

The program is primarily online, with a few face-to-face meetings and school-based internships (4 credits). These courses include five integrated mathematics content/pedagogy courses, four of which have an internship, and two leadership development courses and is designed for full-time classroom teachers. Program courses are offered over a 2-year cycle. Classes may be capped, so students who wish to participate in this program need to apply as soon as possible.

The course content in each of the mathematics content courses align with the content in the Common Core State Standards for Mathematics (CCSSM, 2010) and the recommendations in the Mathematical Education of Teachers (MET) books (Conference Board of the Mathematical Sciences CBMS).

The seminar and internship courses will help teachers take the new mathematics content and use it appropriately in their elementary classrooms. The leadership courses provide instruction specific to the coaching of teachers in mathematics pedagogy and sharing mathematics issues with school and district stakeholders. Instruction in these courses will also focus on understanding assessment data and using that at the classroom, school, and district levels to improve student learning.

The MEd in Education can be earned using 18 of the 24 credit hours required for the Math Certificate and 15 hours of additional coursework at the graduate level as required by the UMSL College of Education.

Because students are more successful in cohort programs, it is essential that participants commit to the timeline and requirements of the program.

Applicants must be admitted to the Graduate School and must submit all transcripts. A GPA of 2.75 on a 4.0 scale is required. International students are required to document English proficiency by providing scores from an internationally accepted standardized examination before a decision is made on admission.

Eligibility Requirements:

  • Current elementary teachers, preferably with at least 1 year of classroom teaching experience
  • Cumulative College GPA minimum 2.75
  • Commitment to completing the requirements of the program in the 2-year period

Plan of Study

Non-Missouri Residents: Prospective students are responsible for reviewing the NC-SARA state authorizations page to see if this program is offered in their state throughout their program and to review the licensure or certification requirements for the state in which they reside. 

Deadline to Apply:

Fall: July 1

Questions? Ask an advisor:

Marty Woytus & Kristel Schlemper (314) 516-5937

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  • Mathematics Education

The graduate program in mathematics education offers a vibrant and diverse community of faculty and graduate student scholars who conduct transformational research grounded in education theory and classroom practice. You will have opportunities to work with K-12 schools and in interdisciplinary settings at Purdue.

You can tailor the Ph.D. program specifically to your individual needs and interests. Research in mathematics education is not limited to teaching and learning. You can also explore global practices and teaching, or issues that surround the teaching of mathematics like curriculum, policy, or equity.

Many of the students who enter our program are elementary or mathematics teachers who are interested in taking on a new role in education, but K-12 teaching experience is not required. Many who find their passion in teaching and life-long learning find their place in our mathematics education graduate community.

Degree Options

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Our Faculty

Our faculty are involved in a wide range of research activities and projects related to the field of mathematics education. See our list of faculty and see an overview of their research projects at the following links: Faculty Research

Mathematics Education Faculty

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University of Louisville, College of Education and Human Development

Elementary Mathematics Specialist

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UofL's Elementary Mathematics Specialist program is designed to enhance teachers knowledge and skills in teaching mathematics, as well as prepare them as leaders to support mathematics instruction in schools and districts. Gain knowledge in teaching mathematics developmentally, effective mathematics teaching practices, supporting students’ mathematical fluency, and effective mathematics coaching. This 15-hour endorsement is an excellent fit for someone wanting to become better at teaching mathematics or someone seeking to become a leader in their school or district. The Elementary Mathematics Specialist program may be completed as part of the Ed.S. in Curriculum and Instruction; the M.Ed. in Teaching and Learning, a Rank I program, or as a stand-alone endorsement. The program leads to a Kentucky Elementary Mathematics Specialist Endorsement.

Teachers who have completed this program have had statistically significant improvements in mathematics achievement in their classrooms. UofL's Elementary Mathematics Specialist program has these defining features:

  • Aligned to Kentucky Academic Standards in Mathematics (2018)
  • Focuses on current research-based effective teaching practices
  • Reflects effective professional learning practices
  • Assignments and activities are job-embedded, with choices that allow you to meet the needs of your students and your school.
  • Attends to equity, with a strong focus on supporting the mathematics learning and mathematics identity of every student
  • Reflection, coaching, mentoring, and collaboration are at the core of every course

Job opportunities include:

  • Classroom teacher (with more expertise in teaching mathematics!)
  • Elementary School Math Specialist
  • Elementary School Math Coach
  • Math Interventionist
  • District Elementary Mathematics Curriculum Specialist
  • Elementary Mathematics Curriculum Specialist in related fields (e.g., textbook companies, tutoring agencies, online education organizations and businesses).

Request more information

Note: We admit students on a rolling basis. We review applications as they become complete, and admit students for a specific term up to the day classes start. We recommend you work on and submit your complete application well in advance of the preferred deadline, as obtaining transcripts and other materials may take more time.

To be admitted you must hold a valid teaching certificate.

There are three program options for pursuing the Elementary Mathematics Specialist. Each one has slightly different application steps (click on the links to access the content):

  • Non-degree Grad Application Directions
  • M.Ed. In Teaching and Learning with EMS endorsement Grad Application Directions
  • Rank 1. Candidates interested in pursuing the Rank I program with an ESL endorsement should contact Betty Hampton , Director of Educator Preparation Student Services in the College of Education and Human Development at UofL.

Out-of-State Applicants

Certified teachers outside Kentucky should be advised that we cannot guarantee the program will meet licensure, salary, advancement or other requirements in their state. As part of the admission process, we require a written statement confirming interest in the program for personal development and understanding that the program is designed to meet Kentucky certification requirements only. For more information, please contact [email protected] .

The UofL Elementary Mathematics Specialist program includes four courses focused on effective teaching of mathematical practices and content, and one course or experience in coaching (cognitive coaching or mathematics coaching).

EDAP 546: Mathematical Reasoning in K-12 This course examines mathematical processes and practices that define mathematical proficiency and explores instructional practices to ensure students develop mathematical competence and confidence.

EDAP 646: Teaching Number and Algebraic Thinking in Elementary School This course explores teaching and learning mathematics concepts and procedures throughout elementary school, such as subitizing, decomposing, basic fact fluency, place value, operations with multi-digit whole numbers, and algebraic thinking. Content reflects state and national standards.

EDAP 647: Teaching Data, Geometry and Measurement in Elementary School This course explores effective teaching and learning of data, geometry and measurement concepts reflected in state and national standards. Emphasis is on a developmentally-appropriate, culturally-responsive approach to mathematics learning, teaching, and assessment.

EDAP 648: Teaching Fractions in K-5 This course enhances both mathematical understanding and teaching practices as they relate to fractions, decimals, and percents. In addition to a strong focus on conceptual understanding and procedural fluency, the course focuses on developing positive mathematical identities.

EDAP 640: Cognitive Coaching Addresses the advanced knowledge, skills, and dispositions needed for teachers involved in coaching and/or mentoring relationships. The focus will be on using Cognitive Coaching to support reflective, self-directed teachers.

EDAP 604: Math Coaching This course engages teachers in using mathematics coaching to improve teaching, learning, and student achievement in mathematics. The course is organized around an instructional framework grounded in standards-based learning outcomes for students and research-based effective teaching practices.

Dr. Jennifer Bay-Williams Program Coordinator Professor/Mathematics Educator [email protected]

Dr. Kate Marin [email protected] Assistant Professor/Mathematics Educator

Samantha Morris [email protected] Instructor/Elementary Mathematics Specialist

Betty Hampton [email protected] Advisor, Graduate Ed Programs Director, Graduate Student Services

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Appalachian State University

App State Online

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The online Elementary Education Math Graduate Certificate at App State

Are you an elementary school teacher looking for a math endorsement? App State’s graduate certificate in Elementary Mathematics Education is designed for you.

Our program leads to the N.C. Elementary Mathematics Add-On Licensure for persons who hold the initial or master’s-level Elementary Education license.

App State coursework helps teachers like you deepen their understanding of mathematics, the processes of learning mathematics and children’s mathematical thinking in order to be strong mathematics teachers.

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Certificate details

Program information.

  • This program blends synchronous (set meeting times in an online classroom) and asynchronous (with coursework completed on your schedule) courses, with two courses per semester, including summer.
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Note: Not all courses listed may be delivered to App State Online students. Refer curriculum questions to the program contact.

Eligibility and application requirements

Eligibility:.

  • hold a bachelor's degree in a discipline related to the chosen teaching area from an accredited college or university with a minimum 3.0 GPA
  • Meet Graduate School admission criteria

Application requirements:

  • Completed online application to graduate school
  • Application fee
  • Unofficial transcripts (or evaluated transcripts for degrees and coursework earned outside of the United States) should be uploaded showing any completed degrees and coursework. Note: Official transcripts will be required prior to enrolling.

Note: Test scores are not required for this program.

Professional Licensure

Appalachian State programs that lead to a professional licensure or certificate are intended to prepare students for licensure or certification in North Carolina. Check the Professional Licensure webpage for information on licensure requirements in other states.

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Slippery Rock University

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Elementary Education: K-8 Math and Science (Master of Education)

The Master of Education in Elementary Education: K-8 Math and Science program at SRU is designed to assist certified teachers in becoming leaders in the instruction of mathematics and science through special emphasis on the integration of the two areas. This program is ideal for working educators with all classes taught exclusively online.

Best Online Master's Math Education Award

Description

Students in this program will enter as a cohort group in the summer or winter and complete coursework over four semesters. Graduate candidates in this program do not take courses in math and science content, but rather take courses to improve their ability to teach math and science by utilizing technology tools and state/national standards, and examining exemplary curricula.

The M.Ed. in Elementary Education Math and Science offers:

  • Flexibility to fit your busy schedule with classes taught exclusively online
  • A 30-credit hour cohort program that can be completed in four semesters, starting in the summer only
  • Curriculum material that focuses on the Common Core State Standards
  • Knowledge of new technology, changing markets, and licensing requirements
  • The Standard Aligned System (SAS) requirements to fulfill Level II certification

Requirements

Attention:  To apply for admission, please use the following link to  apply now .

  • $25 Application Fee
  • Resume 
  • Copy of Teaching Certificate (any state) 
  • Official Transcripts- Undergraduate/Graduate (Official transcripts must be sent by institution via electronic transcript e-share to   [email protected]   or via mail- faxed copies will not be considered official) 
  • Official undergraduate transcripts from the applicant’s baccalaureate granting institution indicating an overall 3.0 GPA or higher and any graduate transcripts (if applicable)
  • SRU current/Alumni/former students click   here   to order your official SRU final transcript and have it sent to   [email protected]

*SRU undergraduate students who take more than 6 graduate credits during their undergraduate studies will not qualify for Level II Certification in Pennsylvania. Please contact the Elementary Education Department for more information.  

*If you are not a resident of Pennsylvania, please check the list of most recent states approved for online classes and internships by   clicking here   to see if SRU is authorized to offer distance education and/or field experiences in your state of residency.

 *  Testing and PDE certification requirements found here .

Related Links

  • Fact Sheet (PDF)
  • Program Requirements
  • Graduate Admissions

Contact Information

Graduate Coordinator: Dr. Robert Snyder Elementary Education 724.738.2299 [email protected]

Master of Arts in Teaching (MAT) – Elementary Education Be A Role Model For The Next Generation

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Take Your First Step Toward a Career in Elementary Education with a Master of Arts in Teaching

Do you want to have a career in education and become a licensed elementary school teacher? Your career path may have always been for elementary education, or maybe you are looking to make a career change. Liberty University’s 100% online Master of Arts in Teaching – Elementary Education degree can help you achieve your career goals. Our program can help you set a clear path to earning your initial teaching licensure and getting the teacher training you need.

With core courses in learning theory and behavior management, you can have a foundation of education expertise. Through this program, you will also study math, natural sciences, language acquisition, and reading skills. These important elements can all work toward your goal of gaining initial teaching licensure with an elementary education focus. Our online teaching degree can help give you the tools you need to help children be successful in their educational journeys.

At Liberty, we designed our Master of Arts in Teaching – Elementary Education online degree with your success in mind. You can complete our program in as little as 2 years as you continue to work while going to college. Our goal is to support you as both a student and as a teaching professional.

Liberty University’s online teaching degree allows you to pursue multiple areas of study. Additionally, we offer a 45-hour track MAT for students who choose to pursue a dual endorsement to expand their marketability, as well as an MAT in Elementary Education Curriculum to EdS in School Curriculum and Instructional Planning if you would like to earn a dual degree.

Upon successful completion of Liberty University’s Virginia state-approved Master of Arts in Teaching program, you may apply for your teaching license in another state through reciprocity, which may or may not result in additional requirements based on your state’s Department of Education regulations .

*Some exclusions apply. Please refer to our exclusions page for more information.

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Why Choose Liberty’s Master’s in Elementary Education Online Degree?

Are you looking for a career that can help you influence today’s students and have a positive impact on their lives? Liberty University’s online teaching degree is designed to help integrate your faith into your professional life. At Liberty University, we strive to live out Christ-like characteristics in an academic setting. We want to use the power of faith and education to transform people and the world.

You can rest assured knowing the degree you earn from Liberty has gone through rigorous reviews by accrediting bodies. Liberty University’s School of Education meets rigorous national standards for educator preparation set by the Council for the Accreditation of Educator Preparation ( CAEP ) .

What Will You Study in Liberty’s Online M.A.T. in Elementary Education?

We don’t just train educators. We train educators who want to make a positive impact on the next generation. It’s who you are and who you aspire to become. We want to help you reach your goals, so we made a master’s degree that’s more affordable.

You can add to your skill set, broaden your professional capacity, and make a bigger impact on your students with an online graduate degree in education from Liberty University.

This program includes studies in the following areas:

  • Current trends in the education field
  • Educational behavior and development
  • Methods of teaching and classroom management
  • Theories and methodologies of education

Potential Career Opportunities

The Master of Arts in Teaching – Elementary Education is designed to get you into an elementary school classroom as a licensed teacher! You may also choose to pursue a dual endorsement.

By taking a few extra courses, you can graduate with licensure in elementary education and another endorsement area. Suggested areas include middle grades , secondary education , or special education .

For more information about dual endorsements, please contact one of our admissions counselors at (800) 424-9596 .

Featured Courses

  • EDLC 623 – Principles of Behavior Management
  • EDUC 530 – Teaching Mathematics
  • EDUC 554 – Reading and Language Acquisition
  • EDUC 632 – Literacy and Language Instruction

Degree Information

  • This program falls under the School of Education .
  • This program requires a background check .
  • Students will complete a semester of student teaching .
  • This program can help you achieve your initial teaching licensure .
  • Our program is eligible for certification through the Association of Christian Schools International (ACSI) .
  • View all of the Graduate Education Course Guides (login required) .

Degree Completion Plan (PDF)

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Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

  • Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

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Admission Information for Online Graduate Programs

Admission requirements.

  • A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
  • Unofficial transcripts can be used for acceptance purposes with the submission of a Transcript Request Form .
  • Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Please note: Guidelines are subject to change in federal or state regulations for the licensure of school personnel.

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

  • Be in your final term and planning to start your master’s degree after the last day of class for your bachelor’s degree.
  • Complete a Bachelor’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
  • Submit an official/unofficial transcript to confirm that you are in your final term. The preliminary transcript must show a minimum of 105 completed credit hours.
  • If you are a current Liberty University student completing your undergraduate degree, you will need to submit a Degree/Certificate Completion Application .
  • Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new master’s degree.

Dual Enrollment

Please see the Online Dual Enrollment page for information about starting graduate courses while finishing your bachelor’s degree.

Transcript Policies

Unofficial college transcript policy.

Unofficial transcripts combined with a Transcript Request Form can be used for admission. Official transcripts are required within 60 days of the admissions decision or before non-attendance drops for the first set of matriculated classes, whichever comes first, and will prevent enrollment into future terms until all official transcripts have been received.

Before sending unofficial college transcripts, please make sure they include the following:

  • Your previous school’s name or logo printed on the document
  • Cumulative GPA
  • A list of completed courses and earned credit broken down by semester
  • Degree and date conferred (if applicable)

Official College Transcript Policy

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

If the student uses unofficial transcripts with a Transcript Request Form to gain acceptance, all official transcripts must be received within 60 days of the admissions decision or before non-attendance drops for the first set of matriculated classes, whichever comes first. Failure to send all official transcripts within the 60-day period will prevent enrollment into future terms until all official transcripts have been received.

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

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Lynchburg, VA 24515

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Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

  • Active Duty
  • Reserve/National Guard
  • Veterans/Retirees
  • Spouses of Service Members and Veterans/Retirees
  • Current Department of Defense Employees

Available Benefits:

  • Tuition discounts – $275 per credit hour for graduate courses
  • Additional discount for veterans who service in a civilian capacity as a First Responder (less than $625 per course) *
  • 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

*Not applicable to certificates.

Frequently Asked Questions

Can you teach elementary school with a master’s degree in elementary education.

For students pursuing licensure to teach elementary school, a Master of Arts in Teaching can be a great option. However, many states offer alternative pathways to licensure that may not require a new degree. You can view your state’s Department of Education website for details.

If you do not have a bachelor’s degree, you may be interested in Liberty’s licensure track Bachelor of Education (BEd) . The BEd provides a more thorough study of the fundamentals of teaching while also providing opportunities to help fulfill state student teaching requirements.

What is the difference between the Bachelor of Education vs. the Master of Teaching for licensure?

If you have a bachelor’s degree and want to teach elementary school students, then a Liberty University online elementary education degree is the best next step for you to take. While the BEd is designed to meet licensure requirements, it is not usually recommended to earn more than one bachelor’s degree.

You can most often benefit from a new degree at a higher level of education rather than earning a new degree of the same level. A Liberty MAT degree can give you the licensure requirements and expertise you need to excel in the field of elementary education.

Are there any special financial benefits for this program?

While other colleges are increasing their tuition, we offer a lower graduate tuition rate for our Master of Arts in Teaching programs. At $415 per credit hour for full-time students , Liberty University’s M.A.T. online is available at one of the lowest tuition rates for this degree in the country.

Additionally, pursuing our online Master of Arts in Teaching may make you eligible for the Federal TEACH Grant .

Is this program recognized by any additional accrediting bodies?

Liberty University’s School of Education meets rigorous national standards for educator preparation set by the Council for the Accreditation of Educator Preparation ( CAEP ) .

What are the benefits of pursuing a program like this online?

You will have the opportunity to network with educators from across the country.

Does this program provide any experience options?

You will gain real-world experience with required in-person practicums and 1 semester of student teaching.

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Ph.D. in Education: Curriculum and Instruction

This emphasis area is for students interested in developing expertise in teaching and teacher education, curricular development and implementation, subject specific areas (e.g., English, social studies, science, mathematics, and other areas), and/or issues in pre-K through college education.

Develop evidence-based, real-world solutions that will empower your students

Admission deadlines.

Applications and all associated documents must be received by the following dates to be considered. Fall Semester: July 1 | Spring Semester: Oct. 1.

About Our Program

This emphasis area is for students interested in developing expertise in teaching and teacher education, curricular development and implementation in subject and/or grade specific areas (e.g., English, social studies, elementary, secondary), and/or issues that reach across education. Individuals pursuing this degree may go on to pursue careers as researchers and teacher educators, become advanced teachers or instructional coaches within schools, or become curriculum specialists working in a variety of contexts. Courses will be selected from the student’s area of focus and can address any of the following areas:

  • Curriculum and assessment theory & development
  • Discipline or grade-level specific focus
  • Teacher education and leadership
  • Advanced pedagogical development
  • Cross-categorical courses and special topics courses may also be selected in consultation with your advisor

All questions regarding application and admission may be directed to Dr. Jennifer Mahon, doctoral program coordinator, at [email protected] .

Request More Information

Program information.

The Curriculum & Instruction area of emphasis is guided by the general framework found in the  Doctoral Program in Education Application Handbook . The manual provides general information about doctoral concentrations offered in the College of Education. This page will provide you with specific information that is unique to the C&I Program.

  • Undergraduate and Graduate GPA 3.00 (university requirements)
  • Preference for applicants who hold a master's degree from a regionally accredited institution in an area appropriately related to education. High achieving applicants who possess only a Bachelor's degree from a regionally accredited institution will be considered. Emphasis of prior degree area(s) should be appropriately related to education.
  • Program application form (included in COEHD doctoral application manual)
  • Complete vita/resume
  • Sample of scholarly writing
  • Essay of intent - should include qualifications for completing a doctoral degree and reasons for pursuing the degree
  • International Studies: TOEFL score of 550 (unless you have a college degree from a U.S. institution)
  • Three letters of recommendation from professionals qualified to judge potential for success in doctoral work
  • Preferred: at least three years teaching or commensurate experience

All questions regarding application and admission may be directed to Dr. Jennifer Mahon, at  [email protected] .

Admissions Deadlines: July 1 for Fall and Oct. 1 for Spring

 All materials are submitted through the University's   application portal . Once you create your account, go back to MyNevada to log in and start your application. 

If you miss the application deadline, but would like to enroll in courses prior to an admission decision, you may still apply to take courses through the Graduate School under Graduate Special student status. However, please note, this does not guarantee you acceptance to the program, and the courses may not count towards the Ph.D. unless you have consulted with a C&I faculty member.

Program Structure

The Doctor of Philosophy (Ph.D.) program requires a minimum of 72 credits beyond the baccalaureate degree, which includes a minimum of 12 credits of dissertation. Of the remaining 72 credits, a maximum of 24 credits (with grades of B or better) may be applied from a master's degree program or previous post-baccalaureate graduate studies program toward the doctoral degree. These credits must be approved by your chair, the College of Education Doctoral Director of Graduate Study, and the Dean of the Graduate School. Credit for completion of a thesis or special project may not be included. There is no limit on the number of units transferred when student earns master’s en route to Ph.D.

At least 30 credits of 700-level courses beyond the bachelor's degree, exclusive of dissertation credits, are required for the Ph.D. degree. Degree requirements must be completed within 8 years of admission to the program.

24 credits: Research and required core

  • Doctoral Seminar in Education

Required Research Courses:

  • One Quantitative research course
  • One Qualitative research course
  • Program Development and Evaluation
  • Survey Research in Education
  • Research Applications in Education
  • Mixed Methods Research in Education
  • Special topics research course such as Single Subject Design
  • Others from outside COE (with approval)
  • Lower level courses such as EDRS 640 and EDRS 700 or equivalents are prerequisites
  • Course names and requirements are subject to change. Please visit the course catalog for the most current information.

36 credits(dependent upon number of dissertation credits carried): Area of emphasis

Coursework is determined by the Advisory/Examining Committee in close consultation with the student. Credits brought in from Master’s degree may apply to area of emphasis.

Minimum of 12 credits: Dissertation

The dissertation is the culminating experience for the doctoral degree. It represents an independent research project that makes a contribution to the field of study.

Coursework earned as part of a master’s degree can count toward the area of emphasis, as well as toward the research or cognate areas, depending on relevance. Decisions about prior coursework are approved by your chair and your Advisory/Examining Committee.

Our program goal is for all students to complete the doctoral degree within 5-6 years. Research has shown that students who work on this trajectory have the highest chance of ultimately completing their doctoral studies. The best way to meet this objective is full-time studies; however, we have students in our program who are part-time students. You will be advised to work closely with your initial advisor and ultimately your chair to develop a timeline and program of study that meets your career goal and is most likely to result in completion.

Looking for a Graduate Assistantship?

The College of Education & Human Development has a limited number of Graduate Assistantships for full-time students admitted to masters or doctoral programs. 

Program Faculty

Elizabeth Xeng De Los Santos

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Class of 2025 faces final state tests, highlighting Oregon’s troubled relationship with standardized exams

Oregon 11th graders haven’t taken state tests in math and reading since they were in sixth grade. with low participation rates, will test results actually tell us how they’re doing.

OPB has been following 27 students since they were in first grade as part of the Class of 2025 project to track the state's progress toward 100% high school graduation starting in 2025.

Flashback to Spring 2019.

No one knows what COVID-19 means. January 6 has no meaning beyond a date on the calendar. “Old Town Road” by Lil Nas X is taking over the Billboard music charts and Game of Thrones is airing its last episodes.

The Class of 2025 is in 6th grade, and they’re taking state tests, something they’d been doing every spring since 3rd grade. They’re supposed to take tests in 7th and 8th grade too, but those tests would be canceled by the COVID-19 pandemic.

Oregon freshmen and sophomores don’t take state tests.

Fast forward to 2024 — and a lot has changed. This spring, the Class of 2025, now 11th graders, are taking state assessments for the first time in five years, and for the last time in their school career.

But the state’s testing system doesn’t really work the way it’s intended to. Thousands of Oregon 11th graders decline to take state tests every year, which undermines the validity of the results as an actual gauge of student progress. Some teachers don’t think the tests are worth the disruption to class time. And even in the best of circumstances, education researchers acknowledge that state tests are just one data point among many to assess student progress. Both the lack of participation — and the lack of data — raise a central question for the Class of 2025 and other Oregon students: do the test results actually tell us how students are doing?

At David Douglas High School, where about half of the Class of 2025 students attend high school, English testing recently wrapped up.

“It went fine — I have no idea how I did,” Class of 2025 student Dude said.

He also recently took his math test, a subject he struggles with more as a high schooler than when he was younger.

“I think I’m less confident now — math is way harder than elementary, but English, I feel fine.”

“I tried my best,” classmate Joel said of his English assessment.

Class of 2025 student Ava says the last time she remembers taking state tests was all the way back in elementary school.

“We’d all go into a computer lab all at once and take it all together,” Ava recalled. “At first, I was really bored by it and I didn’t like it.”

This time around, Ava said she put effort into her English test, using it as a “check-in” to see her progress.

“A lot of students didn’t really care about it and just wanted to get it over with — but I feel like for me it was a good exercise to figure out how far I was and how experienced I am at writing essays,” she said.

Spring is state testing season in Oregon, when students in grades 3 through 8, as well as 11th graders, take tests in math and English. Students in 5th, 8th, and 11th grade also take science tests.

In Oregon and 11 other states, students spend several days at a time taking the Smarter Balanced Assessment .

Students all over Oregon took new Smarter Balanced state exams for the first time in Spring 2015.

Students in grades 3 through 8, as well as 11th grade, take tests in math and English. Students in 5th, 8th, and 11th grade also take science tests. In 12 states, including Oregon, students take the Smarter Balanced Assessment.

Rob Manning / OPB

It’s one of many ways schools learn how students are progressing academically. Districts use other assessments, like MAP tests, which are intended to measure growth over the course of the school year, especially for elementary and middle school students. And just about every teacher assesses their own students throughout the year.

But from a statewide perspective, the SBAC in 11th grade is one of the only ways to see how high school students statewide are faring academically. It’s also one of the few standardized exams researchers and policymakers use to compare student achievement across state lines. And for the Class of 2025, it’s the last big assessment before they graduate from high school.

When the Class of 2025′s results come back next school year, many will be paying attention. This spring is the first time juniors have taken the tests since they were in 6th grade, before the pandemic.

The results of this spring’s testing may offer insight into how this group of students is faring academically and recovering from the educational impacts of the pandemic and distance learning.

State assessments as a measure of “adult accountability”

State tests are required by federal law under the Every Student Succeeds Act. Over the years, the way they’ve been administered has varied in Oregon and across the country.

But state tests are a summative assessment measure — they’re meant to test what students have learned near the end of a school year.

Northwest Regional Education Service District superintendent Dan Goldman compares it to judging how well you prepared a dinner after you’ve served it.

“The meal is already cooked — you can’t really change the thing, now you have to eat it,” Goldman said. “But you can basically be like, ‘did that taste good?’ and the next time you make the food, you change the recipe.”

In other words, the spring state tests are less about helping the students who take them and more about improving the school system.

Andrea Lockard, Director of Assessment and Student Reporting at the Oregon Department of Education, suggests state test results are like a pixel in an image — a small piece of a puzzle that helps both district and state leaders get a clearer picture of how well schools are serving students.

“It helps us to identify different spots that are bright spots that we can learn from and it identifies different grow spots where we can lean into and improve,” Lockard said.

Tracking how well students do on state tests is also meant as an accountability measure. At the federal level, it’s a funding requirement.

“For schools that are getting the federal dollars, we want to have that assessment, so we know where the gaps are,” said U.S. Rep. Suzanne Bonamici, D-Oregon.

At the state level, these tests are used to “examine the health” of Oregon’s public education system and make “big system annual decisions about curriculum and instructional effectiveness,” said the Oregon Department of Education’s Dan Farley.

For districts, the results from state tests are also used to make big decisions — like figuring out where to invest resources or what training is needed for teachers.

“It’s kind of an adult accountability and being able to fine-tune your systems is probably the most valuable use of that data,” said John Lynch, David Douglas School District student information data analyst.

At the high school level, David Douglas Director of Technology and Assessment Derek Brown says the test is supposed to be a measure of where students are in terms of college and career readiness using the Common Core state standards as a measure. But if a student’s proficiency level is low on the test, it doesn’t mean they’re not going to graduate.

“It’s just meant to say, your trajectory to get through high school and kind of meet that standard looks a little different than someone else,” Brown said. “To me — that’s still valuable information.”

But the information coming out of the test results is only as good as the test data going in. And there are big caveats surrounding that data. For one, many students opt out of the tests — depriving schools of insight on those students. Second, it’s hard to know how much effort students are making on a test that doesn’t count toward their grades. And, there are factors that have nothing to do with their school, like student mobility. For districts where many students have changed schools, will those test results be an adequate measure of how the student’s current school system is doing?

Lack of state testing data for Class of 2025

While states and districts use assessment data to help inform their decision-making, teachers — the most important factor in student achievement — largely don’t.

Tyler Scialo-Lakeberg taught high school juniors before becoming the president of the Salem-Keizer Education Association.

“My classes and their learning experience were disrupted for 6 weeks as they went through the testing window,” she recalled in an email to OPB.

Salem-Keizer teacher union president Tyler Scialo-Lakeberg speaks at a lecture with a microphone. There is a union poster behind her on the wall.

Tyler Scialo-Lakeberg, president of the Salem Keizer Education Association, speaks at a press conference in Salem, Oregon, on Feb. 22, 2024.

Natalie Pate / OPB

She said a third of her class would be called out of class for testing at a time, which made it “very difficult to move forward.”

“Students were exhausted mentally from the testing,” she said, “and I didn’t want to create work that a third of students would have to make up.”

All of that disruption, Scialo-Lakeberg points out, for assessment results teachers won’t see until the next school year.

“By that time, I no longer have the same students in class,” she said.

Portland Association of Teachers president Angela Bonilla called testing a “waste of time” for educators.

“What I have heard from educators is that [Oregon’s Statewide Assessment System] testing is a measure to hold districts accountable for instruction, but we end up spending more time preparing for and administering this irrelevant test than we do connecting the test information to instruction,” Bonilla said in an email to OPB.

“It is a snapshot in time of how well students can take a test; it doesn’t measure if a kid made strides in learning.”

Both Scialo-Lakeberg and Bonilla say other assessments — from weekly quizzes and conferences to in-the-moment student check-ins — are more useful to teachers.

Portland Association of Teachers President Angela Bonilla talks with the media fo in Portland, Nov. 28, 2023.

Portland Association of Teachers President Angela Bonilla talks with the media fo in Portland, Nov. 28, 2023.

Kristyna Wentz-Graff / OPB

Officials both at the district and state level cite a variety of other data points, including attendance rates, 9th-grade on track percentages, grade point average, dual credit enrollment, and results on Advanced Placement tests as important gauges of how students are doing.

Those data points have been collected for the last five years and for the Class of 2025.

In the David Douglas district, Brown said they’ve been using other information to fill in the gap missing from state assessment results.

“I don’t think those data points were holes that we were worried about,” Brown said, citing 9th grade on track and attendance as points they’ve focused on instead.

“My guess is the state test results specifically aren’t going to tell us a bunch of new things about these kids that we didn’t already know from experiencing their freshman, sophomore, and junior years with them,” said Derek Brown.

Goldman at Northwest Regional ESD is more interested in qualitative sources of information rather than things like test scores. He said hearing from students and families through things like empathy interviews “get people’s experiences into the conversation.”

We won’t know how the Class of 2025 did on state tests until next school year when they’ll be seniors. But that doesn’t stop teachers from working with students to get them to graduation, Brown said.

“Whatever those results look like, I think our educators right now are working with those kids and collecting information in other ways and they’re poised to continue to provide the support they believe is necessary to get the kids across the stage and shaking hands with our superintendent and getting their diploma,” Brown said.

The first thing state officials will be looking for?

How many students actually took the tests.

In Oregon, opting out of tests is permitted. And in several school districts, high schoolers opt out of these tests in droves.

Are state test results invalid when fewer than 20% of districts reach participation benchmark?

The federal government requires 95% participation in state tests. Yet in Oregon and a handful of other states, families can opt out of testing.

That means participation in testing can vary widely, with high schools having the lowest rates.

In Oregon’s 20 largest school districts, 11th-grade participation rates ranged from 11% on math tests in Redmond to rates in the 80% range on English tests in Salem-Keizer, Medford and North Clackamas. Fewer than six in 10 Portland juniors took math or English exams. Of those 20 largest districts, only one — Greater Albany Public Schools — managed to reach 95% participation, in either subject.

ODE’s Dan Farley said a lack of participation “undermines” the purpose of the Oregon summative testing system.

“When we don’t have participation rates that are above at least 80%, we really don’t have a complete picture of what’s happening, or how well our students are learning,” Farley said.

Farley said 80% participation is a recommendation from a state technical advisory committee. Still, many districts fall short of the 80% target at the high school level.

There are many reasons a family might opt out of testing for their student and few incentives to take the test. Until 2020, high school seniors needed to prove they had reached proficiency in “essential skills,” through specific measures, including SBAC scores, as a graduation requirement. Now, state officials say , “These tests are not designed to determine if a student should graduate from high school.”

Vince Swagerty, superintendent of the small coastal North Bend School District, said that change has sometimes made getting students to participate challenging.

“You try to talk kids into taking the test, and they say, you know, it doesn’t really matter,” Swagerty said. “The interesting thing is it’s not just the kids who might not be as successful — it’s the kids who are clearly going to ace it. They’re just not interested. ‘Why waste the time?’”

Some school districts have expressed concern over how lack of student participation might affect their district.

David Douglas is an outlier among Oregon’s largest school districts, with high school participation rates ranging from 88.5% in English last school year to 92% participation in science.

Class of 2025 student Josh said he took his time with his English test this year and gave it the same effort he would for a test in class.

“I’ll still do it the same way I would do in a regular class just because it’s for the state, everybody’s going to see how the state of Oregon’s academic rate is,” Josh said.

But that’s just one district. And for some, low participation renders low trust in the assessment results.

NWRESD Superintendent Dan Goldman oversees an agency that works with 20 member districts. But before that, he was a high-level administrator in two different Oregon districts. Back then, he used assessment data like the officials at David Douglas or North Bend do, to evaluate programs and make sure a school is serving its students.

If he were in those district roles now, would he trust the data?

“No, I would not,” he said. “I would not feel the same level of trust in them.”

Goldman said the state’s opt-out policy renders the use of the tests too flawed to be useful. Instead, he says both the media and the legislature use state assessment data to unfairly rate and judge schools.

“It’s just extremely damaging to school communities and communities at large, and schools are a big part of how communities feel about themselves,” he said.

Goldman said although assessments are necessary for accountability, Oregon’s current system does not live up to that purpose. He suggests lawmakers who evaluate schools based on their test results are the same people who pass laws that depress test scores.

“The legislature, through the opt-out scenario here, has itself lowered its own accountability for schools and it makes it very difficult for us to have a real conversation internally and externally about whether our schools are meeting the needs of our kids when you can no longer use these assessments for that purpose,” Goldman said.

He also points out the gaps in who opts out of state testing. “The students who are not taking the assessment are more likely to come from higher income homes, they are more likely to be a white, homogenous group,” Goldman said.

In one school district, raising participation increased tie between results and reality

State officials know there’s a participation problem. In spite of teachers like Bonilla in PPS and Scialo-Lakeberg in Salem-Keizer suggesting tests are a waste of time for students and educators, state officials are hoping teachers can help make the case for participation.

“It’s almost more of a social stewardship role for students,” Farley said. “What they get out of it is information about their learning that the state has validated, which is useful compared to other sources of information that they have.”

Officials in the small North Bend School District are trying to get participation rates back up after years of “almost inviting” families to opt out of tests by sending the necessary forms home with students.

“We’re putting systems in place where we’re [...] we’re actually encouraging them to take the test,” Swagerty said.

Those systems have paid off. Last year, high school participation in testing jumped 24 percentage points, from 50 to 74%. Martin and Swagerty say this year’s testing participation has been even higher.

Higher participation is important at North Bend, as they’ve started receiving reports from ODE that use detailed state assessment data to give school districts a better idea of student achievement over time.

Bruce Martin, the district’s director of Teaching and Learning, has worked in the district for more than 30 years. In the past, he said state tests have been a high-stakes check for districts and school leaders on whether students have learned what they should have.

With the new state reports, school leaders can more easily use results at the beginning of the year to help focus teaching and learning efforts. Martin said annual assessment results can help school leaders and teachers know what to include in more regular assessments for students.

“We can target areas that we see deficiencies within our curriculum,” Martin said. “Once we look at those areas and know what they are, we can begin to target those and improve our instruction.”

In North Bend, those in-depth conversations have mostly focused on the elementary level, but Martin says there’s interest at North Bend High.

When the Class of 2025′s state assessment results come back, Martin and Swagerty say they’ll be looking for improvement — and signs that students are recovering from lost learning during the pandemic and that the district’s use of state and federal funding is proving to be effective.

“It would give us hope that we’re going to get to the other side of this generational impact that loss of instruction during COVID kind of saddle these kids with,” Swagerty said.

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Unsettled Identity Negotiations: The Armenian Diaspora in Krasnodar Krai

Profile image of Ulrike  Ziemer

This chapter, based on ethnographic fieldwork, explores cosmopolitanism through the prism of unifying and dividing processes and their impact on the identity of young Armenians living within the Armenian community in southern Russia's Krasnodar krai. The empirical research presented shows the ways in which cosmopolitan practices allow young Armenians to draw selectively on a variety of discursive cultural meanings, enabling them to combine sameness and difference into their everyday lives. Sameness is understood in terms of belonging to the Armenian diaspora – a discourse of unity that is encouraged by Armenian voluntary organizations and the Armenian Apostolic Church. Conversely, difference is the result of diverse narratives of migration, different places of origin and different dialects of Armenian language which all serve to form a hierarchy of power within the Armenian diaspora in Krasnodar krai.

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Vahe Sahakyan

This essay complicates dominant discourse(s) on Armenian diaspora by exploring the concepts of 'ethnic' and 'diasporic' leadership in theoretical and comparative perspectives.

elementary math education graduate programs

Nationalities Papers

Dmitry Chernobrov

In this paper, we explore the role of the early 20 th century Armenian genocide and the unresolved Karabakh conflict of the 1990s in identity among the new generation of Armenian diaspora-those who grew up after the establishment of the independent Armenian state in 1991. We draw on original interviews with diasporic youth in France, the United Kingdom and Russia-diasporas which were largely built in the aftermath of the genocide and the Karabakh war. Diaspora youth relate to these events through transmitted collective memories, but also reconnect with the distant homeland's past and present in new ways as they engage with new possibilities of transnational digital communication and mobility. Their experiences of identity shed light on how the new generation of diasporic Armenians defines itself in relation to the past; how this past is (re)made present in their interpretations of the Karabakh conflict and in everyday behaviors; and how diasporic youth experience the dilemmas of 'moving on' from traumatic narratives that for a long time have been seen as foundational to their identity.

Studies in Ethnicity and Nationalism

Ulrike Ziemer

... awareness of multi-locality amongst diasporic peoples stimulate a constant process of formulating and reformulating diasporic representations. ... Long-Distance Nationalism: Diasporas, Homelands and Identities. ... 'Citizenship and Identity: Living in Diasporas in Post-War Europe?. ...

My dissertation explores the conditions and actions that led to the transformation of a post-genocide Armenian dispersion into a transnational diaspora. Over time, banishment and mistreatment had forced large numbers of Armenians to abandon their ancestral homes in the Ottoman Empire. The most decisive manifestation of such displacement was the deportations and wholesale massacres during WWI, retrospectively defined as genocide, which resulted in large concentrations of survivors in the Middle East, Europe and the Americas. Using histories of Armenian communities and institutions, the Armenian language periodical press, and the information acquired through in-depth interviews with notable diaspora Armenians in Lebanon, France and the United States, I analyze the formative impact that changing international and host-country specific socio-political conditions have had on the ways in which Armenian elites and institutions defined and redefined their attitudes towards Soviet Armenia; how competing discourses on conceptions of the Armenian homeland, diasporic identities and incompatible ideologies and orientations towards Soviet Armenia clashed and led at once to the emergence of different forms of Armenian identity and to a transnational schism in the Armenian diaspora. I suggests that while genocide recognition after the fiftieth anniversary of the Armenian genocide in 1965 introduced a shared ground between the formerly hostile Armenian camps, by the mid-1980s, the prevailing institutional divisions produced homeland-centered and diaspora-centered paradigms of diasporic belongings. Throughout, my research considers the ways in which institutions and leaders aspired to forge and project transnationally coherent, aspirational Armenian identities, to which they worked to rally their constituencies, and juxtaposes these efforts to the actual subjectivity and fluidity of Armenian diasporic identities and self-images of subsequent generations, shaped under different host-country contexts. My study draws on theoretical and methodological principles developed in diaspora studies, transnationalism and globalization. It contributes to social constructivist perspective in diaspora studies by stressing the role of elites and institutions in the formation of the post-genocide Armenian diaspora and diasporic identities, and equally emphasizing the influences of changing international and host-country conditions and the policies of a state, projecting itself as the homeland.

Ethnic and Racial Studies

Tsypylma Darieva

... And, to what extent does an imagined ethnic patriotism create space for generating a new cosmopolitan sensibility and sociability among young people who look for new ways of identifying ... The many faces of cosmo-polis: border thinking and critical cosmopolitanism'. ...

Journal of Eurasian Studies

Nona Shahnazarian

Cultural-Historical Psychology

Maria Bultseva

The article considers whether support for multicultural ideology by the ethnic majority leads to a more inclusive sociocultural context for ethno-cultural minorities. We investigate the role of common superordinate identity in these relations on the example of Soviet identity in Armenia. A socio-psychological survey was conducted among 213 representatives of the ethnic majority of Armenia using the scale of multicultural ideology of J.W. Berry (2020), the scale of Soviet identity by K. Velkova (2020) and the scale of the permeability of social boundaries as adapted by M.R. Ramos et al. (2016). The results show that support for multicultural ideology by Armenians is positively associated with the permeability of social boundaries for Russians only if the Soviet identity is highly important for Armenians. To conclude, recategorization is influential for building inclusive sociocultural context and harmonizing intercultural relations.

Hamazasp Danielyan , Nina Kankanyan , Varak Sisserian

Preserving Armenian identity in Lebanon and in those countries where traditional Armenian diaspora institutions exist has been much easier than in Russia. Given the fact that Russia is hosting the largest number of ethnic Armenians? it is utterly important to understand the root-causes and implications for high degree of assimilation of Armenians in Russia? Naturally many factors weigh in the above-mentioned divergent outcomes of Armenians identity preservation in various countries. A big portion of these factors is predetermined by the realities of particular host country (political system, history and geography and etc), and are beyond the influence of Armenian communities of both Lebanon and Russia. However, the research conducted in these two countries showed, there are also factors that influence identity preservation that are within the scope of influence of Armenians. This research sets to claim that the existence of effective and interconnected web of institutions is one of the key reasons behind the success of Lebanese Armenians in keeping their identity strong and thriving. On the contrary, the lack of such sustainable institutions and the experience of sporadic mobilizations have been the characteristic features of the Russian Armenian communities. Based on the lessons learned from the experience of Lebanese Armenians institutions the research has developed a set of policy recommendations that can hopefully enhance the capacity of Russian Armenian institutions and increase the effectiveness of identity preservation efforts in Russia. Some of those recommendations, naturally, are targeting those institutions that exist in various Armenian communities of Russia. Consolidation of Armenian institutions and synchronization of their activities, as well as experience sharing within and beyond Russian Armenians, will positively affect identity preservation efforts among Armenian communities in Russia. However, taking into account the importance of the matter as well as the existing structures and opportunities, (re)organization and institutionalization of Russian Armenians should attract greater attention of the other actors as well; pan-Armenian institutions such as Armenian Apostolic Church and pan-diasporic organizations should do more to assist the efforts of Armenians residing in Russia. Most importantly the Armenian state should have more proactive role in mediating the existing grievances, mistrust and lack of institutional resources in Russian Armenian communities, especially taking into account the fact that there are a number of state institutions mandated with that task, Ministry of Diaspora being the main one.

In this article, we explore the role of the early 20th-century Armenian genocide and the unresolved Karabakh conflict of the 1990s in identity shaping among the new generation of Armenian diaspora—those who grew up after the establishment of the independent Armenian state in 1991. We draw on original interviews with diasporic youth in France, the United Kingdom, and Russia—diasporas that were largely built in the aftermath of the genocide and the Karabakh war. Diaspora youth relate to these events through transmitted collective memories, but also reconnect with the distant homeland’s past and present in new ways as they engage with new possibilities of transnational digital communication and mobility. Their experiences of identity shed light on how the new generation of diasporic Armenians defines itself in relation to the past; how this past is (re)made present in their interpretations of the Karabakh conflict and in everyday behaviors; and how diasporic youth experience the dilemm...

EVN Report Magazine, 6 (Spyurk/Diaspora)

The article foregrounds the complexities of diasporas, and the Armenian diaspora in particular, by briefly examining three conspicuous approaches to diaspora conceptualizations in theoretical and comparative studies of diasporas and the empirical realities of the Armenian diaspora. It is suggested as a conclusion to account both the discrepancies within theoretical and comparative studies of diasporas which complicate the conventional thinking and approaches to diaspora, and also the tensions between homeland-centrism/diaspora-centrism, ethnic/transethnic, Armenian speaking/non-Armenian speaking, religious/secular (and other) which exist within and across segments of the Armenian diaspora.

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  1. Elementary Mathematics Specialist Graduate Certificate

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  27. (PDF) Unsettled Identity Negotiations: The Armenian Diaspora in

    This chapter, based on ethnographic fieldwork, explores cosmopolitanism through the prism of unifying and dividing processes and their impact on the identity of young Armenians living within the Armenian community in southern Russia's Krasnodar