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ERIC Number: ED424195
Record Type: Non-Journal
Publication Date: 1998-Oct
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Coping with the CBEST: Alternative and Inclusive Approaches.
Valencia, Atilano A.
California State University, Fresno developed a comprehensive program to increase the number of minority students admitted into its teacher education program. The program, developed by the School of Education and Human Development (SOEHD), resulted from claims that the mandatory California Basic Educational Skills Test (CBEST) impedes and discourages qualified minority students from entering teaching. The program includes an early identification system that enables the SOEHD to identify students who intend to pursue teaching and provide them with information about taking the CBEST as early as possible. The program also includes advice for students, several alternative admission plans for students who have difficulty with the CBEST (e.g., conditional admission despite not yet having passed the CBEST), and diagnostic information. There are specially designed courses to further the basic skills of students who experience difficulty passing the CBEST. Data from 1996-97 indicate that the alternative admission program helped remove a principal barrier to admission for at least 51 percent of students who did not pass the CBEST in 1996-97. Data from 1994-97 showed that 70 percent of students who entered via alternative admissions plans passed the CBEST by the end of the semester. Data from the end of every school year suggest that the alternative admission plans and early identification system have successfully facilitated the admission of students who otherwise would have been denied admission due to low CBEST scores. (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: California Basic Educational Skills Test