ERIC Number: ED435640
Record Type: Non-Journal
Publication Date: 1998-May
Reference Count: N/A
The Use of Praxis Pass Rates To Evaluate Teacher Education Programs. An ETS Background Report. Revised.
Educational Testing Service, Washington, DC.
Several federal legislative proposals have called for specified minimum pass rates on state teacher licensing examinations to establish institutional eligibility for certain federal funding. Thirty-one states and the District of Columbia will use The Praxis Series: Professional Assessments for Beginning Teachers developed by the Educational Testing Services for teacher licensure as of fall 1998. To help inform policy decisions about using Praxis results to evaluate teacher education programs, analyses of Praxis score data from the 1996-97 testing year were conducted. The report examines the possible effects of proposals to eliminate the eligibility for certain federal funding of institutions of teacher education that fail to meet a specified pass rate on state teacher licensing examinations for their graduates. The report describes the Praxis I assessments of basic skills in reading, writing, and mathematics, and the nearly 140 Praxis II subject assessments offered in more than 50 content areas. It discusses issues related to state qualifying scores and variations among them and describes state and institutional pass rates, with particular attention to institutions with fewer than 10 students taking a test. Data are provided to illustrate the effects of the proposed pass rate requirements and the first attempted provision. The report concludes with some guidelines, concerns, and cautions that should be considered in the policy debates. It is recommended that policymakers exercise caution in requiring minimum pass rates for institutions. The guidelines for the Praxis assessments point out that institutional efficacy is indicated by many factors, only one of which is the performance of graduates on licensing examinations. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Educational Testing Service, Washington, DC.
Identifiers - Assessments and Surveys: Praxis Series