Literaturnachweis - Detailanzeige
Autor/inn/en | Putman, Hannah; Walsh, Kate |
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Institution | National Council on Teacher Quality |
Titel | Driven by Data: Using Licensure Tests to Build a Strong, Diverse Teacher Workforce |
Quelle | (2021), (46 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Diversity (Faculty); Teacher Characteristics; Minority Group Teachers; Teacher Certification; Elementary School Teachers; Teacher Competencies; Teacher Influence; Academic Achievement; Racial Differences; Ethnicity; Eligibility; Knowledge Level; Preservice Teachers; Admission Criteria; Geographic Location; State Standards; Alternative Teacher Certification; Selective Admission; Socioeconomic Status; Licensing Examinations (Professions); United States; Virginia; Pennsylvania; Connecticut; New Jersey; Arkansas; Tennessee Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Schulleistung; Rassenunterschied; Ethnizität; Eignung; Wissensbasis; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Bildungsselektion; Socio-economic status; Sozioökonomischer Status; USA |
Abstract | Building a strong, diverse teacher workforce in sufficient numbers requires understanding of the points along the pathway into the teaching profession where aspiring teachers are most likely lost. Currently, policymakers, state education agencies, and teacher prep programs have limited insight into the obstacles along this pathway, largely due to incomplete or inaccurate data. This makes it hard to identify when and why prospective teachers, particularly persons of color, elect not to consider teaching or, having started down the pathway, exit prematurely. In this study, National Council on Teacher Quality (NCTQ) focuses on a pivotal point for elementary teachers: when teacher candidates take their licensure tests on the content knowledge defined by states as necessary for the job of teaching. States generally expect elementary teachers to have foundational knowledge in English/language arts, mathematics, science, and social studies. Low rates of candidates passing licensure tests, especially for candidates of color, have become the subject of considerable debate in states across the country and have some states questioning their testing regimes. These low pass rates present a challenge for policymakers and educator preparation programs working to both diversify the profession and also ensure that every classroom is staffed with a well-prepared teacher. This paper provides the framework for the pass rate data available for each state. While the focus here is on elementary content licensure tests, the analysis can be applied to any assessment on any subject or grade span. [This report was funded by the Gates Family Foundation.] (ERIC). |
Anmerkungen | National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |