Raising the Bar or Locking the Door? The Effects of Increasing GPA Admission Requirements on Teacher Preparation

Autor/inn/en	Van Overschelde, James P.; López, Minda Morren
Titel	Raising the Bar or Locking the Door? The Effects of Increasing GPA Admission Requirements on Teacher Preparation
Quelle	In: Equity & Excellence in Education, 51 (2018) 3-4, S.223-241 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2018.1539355
Schlagwörter	Grade Point Average; Admission Criteria; Teacher Education Programs; Teacher Effectiveness; Males; Preservice Teachers; Selective Admission; Outcomes of Education; Hispanic American Students; African American Students; Diversity (Faculty); Student Diversity; Ethnicity; Teacher Certification; Public Schools; Employment Level; Graduation Rate + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Male; Männliches Geschlecht; Bildungsselektion; Lernleistung; Schulerfolg; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Ethnizität; Public school; Öffentliche Schule; Beschäftigungsgrad
Abstract	Recently, policymakers have called for increased grade point average (GPA) requirements and many state education agencies are implementing "highly selective criteria" for teacher preparation program admission. These changes attempt to increase the quality of future teachers despite the inconclusive research base for such practices. Using a large sample, we examine who would be denied admission to a teacher preparation program and to the teaching profession if admission criterion had been increased. We perform descriptive and inferential analyses to determine if particular groups of students were negatively impacted by increased GPA criteria. Findings suggest that not only would it reduce the number of high quality teachers, but students of color and male students would be negatively impacted to a much greater degree. Moreover, increasing the GPA admission criterion to 2.75 resulted in no improvements in six outcomes examined, and increasing it to 3.0 resulted in mixed outcomes. Thus, policies to increase GPA for admittance to teacher preparation programs have the potential to dramatically reduce the number of future teachers with no consistent positive impact on the profession and, instead, would likely hurt the very students these policies are designed to help. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01