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ERIC Number: ED454006
Record Type: Non-Journal
Publication Date: 2000-Feb
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Hispanic Preservice Teachers: Variables That Predict Success on Teacher Certification Exams.
Poelzer, Harold; Zeng, Liang; Simonsson, Marie
In the early 1990s, Texas teacher certification requirements were changed to include a passing grade on each of a series of comprehensive examinations of subject and professional knowledge. This study identified variables that predict success on the secondary professional development component of these tests--the Examination for Certification of Educators in Texas (ExCET). Data on a representative sample of 71 secondary preservice teachers at the University of Texas Pan American, where the student population is approximately 87 percent Hispanic, included practice ExCET scores; ExCET scores; Texas Academic Skills Program (TASP) scores in reading, math, and writing; ACT scores; overall GPA; and GPA in 18 credit hours of professional development education courses. Success on the ExCET exam for the professional development area was predicted reasonably well with a linear regression equation that included TASP reading scores, practice ExCET test scores, and ACT scores. Findings also suggest that raising the criteria for selection of preservice teachers in each of the three variables would result in higher proportions of students passing the ExCET on the first attempt. Implications for educators are that reading skills should be improved at the district level and practice ExCET sessions should be developed at the higher education level. Appendices present the test framework, ExCET sample item, and four data tables. (TD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas