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ERIC Number: EJ795154
Record Type: Journal
Publication Date: 2005
Pages: 33
Abstractor: ERIC
Reference Count: 73
ISSN: ISSN-1528-3534
Highly Qualified Minority Teachers: Do High-Stakes Teacher Tests Weed out Those We Need Most?
Brown, Julie Esparza
International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, v6 n1 p105-137 Spr 2005
The purpose of this paper is to examine the use of standardized teacher tests as demonstration of licensure competencies for diverse candidates in Oregon and nationally. The following four areas and their accompanying questions guide the development of this paper: (1) Why would a diverse teacher workforce help close the achievement gap?; (2) What are the barriers that exist to meeting the need for diverse educators?; (3) What type of research will be needed to validate alternative assessments as viable options?; and (4) What qualities in leaders produce policies for equity? At the conclusion of this paper, the author provides a compelling example of a bilingual/bicultural teacher that successfully followed an alternative assessment option available in Oregon to linguistic minority teacher candidates whose current students are not only succeeding academically but are outperforming their peers. (Contains 1 figure and 1 table.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon