Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program
This study investigates the predictive validity and policy impact of Council for Accreditation of Educator Preparation minimum admission requirements in Standard 3.2 on teacher preparation programs (TPPs), their applicants, and the broader field of educator preparation. Undergraduate grade point ave...
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| Veröffentlicht in: | Journal of teacher education 2017-09, Vol.68 (4), p.363-376 |
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| container_end_page | 376 |
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| container_title | Journal of teacher education |
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| creator | Evans, Carla M. |
| description | This study investigates the predictive validity and policy impact of Council for Accreditation of Educator Preparation minimum admission requirements in Standard 3.2 on teacher preparation programs (TPPs), their applicants, and the broader field of educator preparation. Undergraduate grade point average (GPA) and Graduate Record Examination (GRE) scores from 533 program graduates in one master’s-level TPP were examined for their ability to predict graduate GPA and the effect minimum admissions criteria had on enrollment. Findings indicate that only undergraduate GPA is moderately related to a program graduate’s success, controlling for student background characteristics. The study also finds that implementing GRE scores as a criterion in admissions decisions significantly reduces the number of admitted candidates so that the program may no longer be financially sustainable. These findings suggest many negative consequences may result from minimum admission requirements and more research is needed to evaluate the potential impact on other TPPs, teacher labor markets, and student learning outcomes. |
| doi_str_mv | 10.1177/0022487117702577 |
| format | Article |
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Undergraduate grade point average (GPA) and Graduate Record Examination (GRE) scores from 533 program graduates in one master’s-level TPP were examined for their ability to predict graduate GPA and the effect minimum admissions criteria had on enrollment. Findings indicate that only undergraduate GPA is moderately related to a program graduate’s success, controlling for student background characteristics. The study also finds that implementing GRE scores as a criterion in admissions decisions significantly reduces the number of admitted candidates so that the program may no longer be financially sustainable. 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admissions</topic><topic>College Entrance Examinations</topic><topic>Correlation</topic><topic>Educational Policy</topic><topic>Entrance examinations</topic><topic>Grade Point Average</topic><topic>Grades (Scholastic marks)</topic><topic>Graduate Students</topic><topic>Masters Degrees</topic><topic>Multiple Regression Analysis</topic><topic>Policy Analysis</topic><topic>Predictive Validity</topic><topic>Prior Learning</topic><topic>Student Characteristics</topic><topic>Teacher centers</topic><topic>Teacher centres</topic><topic>Teacher education</topic><topic>Teacher Education Programs</topic><topic>Teachers</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Evans, Carla M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter 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| fulltext | fulltext |
| identifier | ISSN: 0022-4871 |
| ispartof | Journal of teacher education, 2017-09, Vol.68 (4), p.363-376 |
| issn | 0022-4871 1552-7816 |
| language | eng |
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| source | SAGE Complete A-Z List |
| subjects | Academic achievement Academic Standards Admission Criteria College admissions College Entrance Examinations Correlation Educational Policy Entrance examinations Grade Point Average Grades (Scholastic marks) Graduate Students Masters Degrees Multiple Regression Analysis Policy Analysis Predictive Validity Prior Learning Student Characteristics Teacher centers Teacher centres Teacher education Teacher Education Programs Teachers Training |
| title | Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program |
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