ERIC Number: ED499257
Record Type: Non-Journal
Publication Date: 2007-Dec
Reference Count: N/A
Teacher Quality in a Changing Policy Landscape: Improvements in the Teacher Pool. Policy Information Report
Gitomer, Drew H.
Educational Testing Service
The past eight years have seen an unprecedented level of education policy activity focused on issues of teacher quality. Policies have been developed at federal, state, and institutional levels, and include increased institutional reporting of teacher candidates' test scores, the mandate for Highly Qualified Teachers (HQT) in the No Child Left Behind Act, more stringent requirements for entry into and accreditation of teacher education programs, and the rapid expansion of alternate pathways into teaching. To determine whether these policies were accompanied by changes in the academic quality of prospective teachers, this study focuses on "Praxis" candidates from the years 2002 through 2005, and compares this cohort with an earlier cohort of prospective teachers (1994 to 1997) included in an earlier Educational Testing Service (ETS) study. In order to make appropriate comparisons, the study included 20 states and the District of Columbia, all of which used "Praxis[TM]" assessments for teacher licensure testing for both cohort periods. The primary data reported are "Praxis II[R]" passing rates, SAT[R] scores, and undergraduate grade point averages (GPA) for candidates with different demographic, teacher preparation, and teacher experience backgrounds. The study's findings suggest that recent policy initiatives have helped improve the quality of the teacher pool as measured by SAT[R] scores and college grades. In most cases, however, it is difficult to assign particular changes to specific policies because the policies have been implemented at so many points in the system. The observed changes are large for the world of education policy and have occurred over a relatively brief time span. This confluence of policy changes at the institutional, state, and federal levels is associated with positive changes in the profile of prospective teachers. (Contains 6 tables, 22 figures, and 41 footnotes.)
Descriptors: Teacher Effectiveness, Teacher Education Programs, Federal Legislation, Educational Testing, Academic Achievement, Teacher Background, Educational Policy, Teacher Qualifications, Teacher Evaluation, Educational Improvement, Comparative Analysis, Educational Change, Middle School Teachers, Teacher Certification, Gender Differences, Racial Differences, Grade Point Average, Scores, College Entrance Examinations, Licensing Examinations (Professions), Teacher Competency Testing, Knowledge Base for Teaching, Elementary School Teachers, Secondary School Teachers
Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Higher Education; Middle Schools; Postsecondary Education; Secondary Education
Authoring Institution: Educational Testing Service, Princeton, NJ. Policy Information Center.
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Praxis Series; SAT (College Admission Test)