To What Extent Are Ethnic Minority Teacher Candidates Adversely Affected by High-Stakes Assessments? NEA Research Brief. NBI No. 16

Autor/inn/en	Taylor, Erika D.; Pelika, Stacey; Coons, Andy
Institution	National Education Association
Titel	To What Extent Are Ethnic Minority Teacher Candidates Adversely Affected by High-Stakes Assessments? NEA Research Brief. NBI No. 16
Quelle	(2017), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Minority Group Teachers; Preservice Teachers; Preservice Teacher Education; Standardized Tests; Performance Based Assessment; College Entrance Examinations; Barriers; Praxis Series; edTPA (Teacher Performance Assessment); SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Standadised tests; Standardisierter Test; Leistungsermittlung; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	While it was acknowledged as an issue approximately three decades ago, the discussions around shortages in the educator workforce have increased in recent years, causing a great deal of alarm about the nation's capacity to provide quality educators for its students. A related concern is the lack of teachers of color, relative to an increasingly diverse student population. The body of research focusing on this issue has identified two major factors--the pipeline of teacher candidates of color, and higher rates of attrition among teachers of color. Findings suggest that increasing diversity in the teacher workforce provides benefits for all students. The findings also demonstrate that students of color consistently experience more positive outcomes in the presence of teachers of color. However, a number of studies also indicate that a contributor to the lack of teacher candidates is the disparity in performance on standard assessments used for student teaching entry and licensure upon completion of a teacher preparation program. One consequence of this is that many education majors and teacher candidates of color never get to the classroom. This research brief offers suggested solutions and suggestions for intervention. [This research brief was co-produced by the Center for Great Public Schools (CGPS).] (ERIC).
Anmerkungen	National Education Association Research Department. 1201 16th Street NW, Washington, DC 20036. Tel: 800-229-4200; Fax: 770-280-4134; Web site: http://www.nea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01