| Policy (1988) set forth by the California Commission on Teacher Credentialing (CTC) includes demonstration of subject matter competence prior to entering a post-baccalaureate Multiple Subject Teaching Credential Program. There are two ways to meet this requirement: completion of a CTC-approved Liberal Studies (LS) undergraduate Subject Matter Preparation Program or passing scores on the Multiple Subjects Assessment Test (MSAT). No previous studies have provided empirical evidence that these two routes are equivalent with respect to subject matter knowledge.;The purpose of this study was to demonstrate the equivalence of the subject matter knowledge of LS and non-LS majors in four content domains (English/language arts, mathematics, science, and history/social studies) as measured by the College Basic Academic Subjects Examination (College BASE). College BASE is a criterion-referenced achievement test designed to assess student proficiency in the four domains. Forty-four preservice teachers who were enrolled in a small, private liberal arts college in the San Francisco Bay Area completed the College BASE, as well as a Subject Matter Competence Self-Perception Scale and a Career Goals Survey.;The scores of the LS (n = 18) and non-LS (n = 26) preservice teachers on College BASE were equivalent in the four content area domains. These findings validate the policy of the CTC that either route, a LS Subject Matter Preparation Program or passing scores on MSAT, leads to equivalence in content area knowledge.;Additional findings included strong correlations between teachers' actual and perceived competency in content area domains. Career goals of this sample were similar, although LS majors had made their career decisions earlier than non-LS majors, an expected finding.;In addition, the results of this study revealed that both groups, LS and non-LS majors, scored only slightly above the national norms in the four domains, not as high as might have been expected. Reform efforts must continue to provide a rigorous set of standards for the undergraduate academic preparation of prospective elementary teachers. |
