The average scores of graduating teacher-candidates on state-required licensing exams are uniformly higher, often significantly, than the passing scores states set for such exams, according to an "Education Week" analysis of preliminary data from a half-dozen states. The pattern appears across subjects, grade levels, and test instruments supplied by a variety of vendors, the new data show, raising questions about the rigor and utility of current licensing tests. There are, in essence, two main ways to interpret the findings. Some observers say the data suggest most states set low passing marks, screening out only candidates with the very lowest level of content knowledge. The other point of view holds that most current teacher examinations are better thought of as a minimum screen, and should be considered alongside professional-entry mechanisms as a whole. Researchers continue to debate the utility of current teacher-licensing exams and whether they adequately measure the range of skills that new teachers should master. Yet experts note that merely raising cutoff scores may not lead to a more highly trained workforce that is better able to teach. Still other critics believe that teacher-licensing exams should be strengthened in ways other than raising the passing scores or integrating performance tasks.