ferent entry and exit testing requirements, and programs have different procedures for determining the institutional affiliations of their candidates. By themselves, passing rates on licensure tests do not provide adequate information on which to judge the quality of teacher education programs.

  • Simple comparisons of passing rates across states are misleading. Many states use different tests for initial licensure or set different passing scores on the same tests. States have different policies about when a test is given or what decisions it supports.

  • To fairly and accurately judge the quality of teacher education programs, federal and state officials need data on a wide variety of program characteristics from multiple sources. Other indicators of program quality might include assessment data for students in relation to course and program benchmarks, employer evaluations, and district or state evaluations of beginning teaching. Other indicators might include information on course requirements and course quality, measures of the amount and quality of field experiences, and evidence of opportunities to work with students with special learning needs and students with diverse backgrounds. Data on the qualifications of program faculty, the allocation of resources, and the adequacy of facilities might be considered. The qualifications of students at entry to teacher education programs also should be included.

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