Possible Tradeoffs in Raising Basic Skills Cutoff Scores for Teacher Licensure

Abstract

This article traces developments that followed warnings in the 1980s that tests used for admission to teacher education or for licensure may prevent or discourage capable African Americans from entering into teaching. With this alleged detrimental effect of teacher testing still an issue, the reported study used the evaluations of a group of elementary student teachers by their university supervisors and the student teachers' scores on the Pre-Professional Skills Test (PPST) to examine the impact on the teaching effectiveness of newly licensed teachers that might be predicted to result if a PPST cutoff score is raised by one point. The findings of the study are placed in a context of possible tradeoffs in raising basic skills cutoffs for teacher licensure, especially certain negative tradeoffs related to participation of African Americans in teaching.

Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality

“…These exams provide a baseline standard of knowledge required to enter the profession and can include separate tests for measuring basic skills, content knowledge, and pedagogical knowledge (Goldhaber, Cowan, & Theobald, 2017; National Center for Education Statistics, 2017; Youngs et al, 2003). Certification exams can be seen as a barrier into the profession for individuals who do not exhibit a baseline standard of professional knowledge to become a teacher and could be used to increase the quality of individuals entering the profession (D’Agostino & Powers, 2009; Memory et al, 2003; Shuls, 2018). However, there has been some evidence that these exams disproportionately restrict teachers based on ethnicity (Angrist & Guryan, 2008; Goldhaber, 2007), gender (Goldhaber & Hansen, 2010; Rucinski & Goodman, 2019), and content area (Gitomer, 2007), and any evidence that associates these exams with teacher effectiveness has been marginal at best (Goldhaber, 2007; Goldhaber & Anthony, 2007; Goldhaber, Cowan, & Theobald, 2017; Goldhaber et al, 2013; Goldhaber & Hansen, 2010; Harris & Sass, 2011; Jacob & Walsh, 2011; Wayne & Youngs, 2003).…”

‘Quality’ at a cost: the politics of teacher education policy in Australia

“…Given the test has been criticised for being so 'easy to pass', there is value in understanding whether the few that do fail are concentrated in a particular group, and what their characteristics might be. Evidence from the United States, for example, suggests that standardised tests for teacher selection and accreditation impact diversity in the teaching workforce, with many arguing these measures are discriminatory to minorities (Goldhaber & Hansen, 2010;Graham, 2013;Memory et, al., 2003;Petchauer & Baker-Doyle, 2016).…”

“…Minorities have been found to score lower than whites on standardized tests (Goldhaber & Hansen, 2010;Madkins, 2011;Memory et al, 2003) and, correlated with the increased use of teacher testing, the ethnic and racial diversity of the teaching workforce has decreased (Graham, 2013).…”

“…to explore the potential impact on teacher education and the actors involved (e.g. Goldhaber, Cowan, & Theobald, 2017;Goldhaber & Hansen, 2010;Graham, 2013;Memory, Coleman, & Watkins, 2003). We then analysed these texts using the elements developed by Cochran- to interrogate the discourses, social structures, and actors involved in the coconstruction of these texts.…”

Who Should Teach Black Students? Research on the Role of White and Black Teachers in American Schools

“…These include the expanse of career opportunities available to educated Blacks that provide higher social status and fi nancial compensation than teaching, negative school experiences that turn students away from a career in education, and testing requirements for teacher licensure that may be culturally biased. 67 Additionally, the lived experiences of Black pre-service teachers may be in confl ict with the formal curriculum of traditional teacher education programs. 68 In order for programs aiming to increase the number of Black teachers to be eff ective, they must consider and address all of the barriers to becoming a teacher and use a variety of strategies to support pre-service teachers.…”