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ERIC Number: ED353085
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
Early Childhood Teacher Certification: State Tests and Preservice Knowledge Base Determinants.
Morgan, Harry
This study examined major characteristics of instruments commonly used in statewide teacher certification procedures and the possible relations of these characteristics to the uneven success rate among minority teaching candidates. The study analyzed raw scores and selected variables associated with 63 white female candidates who took the Georgia Teacher Certification Test in Early Childhood Education during the 1988-89 testing cycle. All candidates held a B.S. in early childhood education, and their grade point averages before and after majoring in early childhood education, as well as their Scholastic Aptitude Test (SAT) scores, were recorded. Results showed that grade point averages (GPAs) are not a gate-keeping restriction that might act to reduce the success of minority candidates. Results also indicated that the GPA achievement in the teacher preparation program does not contribute significantly to a candidate's performance on the statewide minimum competency test. A significantly high correlation between the Georgia Teacher Certification Test scores and the candidates' scores on the SAT may indicate that teacher tests for certification are proxies for other standardized instruments and might reveal some of the reasons for the disproportionate failure rate among minority teacher candidates. (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)