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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Common Core of Teaching, components of Connecticut’s, 153, 311 Comparisons of teacher licensure tests comparability issues, 79 data combined across states, 98 with different test scales, 98 first-time and eventual passing rates, 97–98 methodological issues, 97–98 Competencies to be assessed by teacher licensure tests, 76 focusing teacher education on identified, 136–138 Competent beginning teaching measuring appropriately, 2–8, 164–170 Competent teachers equilibrium teacher wage and the number of, 294–297 in presenting the prescribed curricula, 22 Connecticut’s teacher licensure system Beginning Educator Support and Training program, 153, 310, 312–313 Beginning Teacher Induction Program, 153– 154 Common Core of Teaching, 153, 311 initial licensure requirements in, 57, 60–61 preservice training, 310 professional development, 313–314 role of other staff, 314 studies of technical characteristics, 314–315 support for teachers seeking NBPTS certification, 309 teacher preparation and induction program in, 308–315 Consequences of disparities in test performances, 111–112 Consistency and reliability of teacher licensure tests, 79 Contrasting groups method, of standard setting for teacher licensure tests, 65 Core Battery tests Communication Skills Test, 51–52 General Knowledge Test, 51 Professional Knowledge Test, 51–53 Corruptibility, protection of teacher licensure tests from, 78 Costs, of teacher licensure tests, 81 Council for Higher Education Accreditation, 43 Council of Chief State School Officers, 48 Course requirements, in teacher education, state-specified, 43–44 Creators of learning experiences, teachers as, according to INTASC, 205 Criteria, for evaluating teacher licensure tests, 70–71 Cultural values, teachers as transmitters of, 21 Currently used licensure tests, 47–55 basic skills, 51 concerns about, 54–55 general knowledge, 51 measuring beginning teacher competence appropriately, 2–8, 164–170 pedagogical knowledge, 52–53 standards for passing scores, 66–68 subject matter knowledge, 51–52 subject-specific pedagogical knowledge, 53–54 types of tests used by states, 48–54 D Decisions about candidates, basing on licensure tests for beginning teachers, 4–5, 56, 166–167 Demand for teachers, 293–294 Designing licensure tests, for measuring beginning teacher competence, 3–4, 165–166 Differences between minority and majority teacher candidates on licensing tests, 109–112 in average scores, 101–102 consequences of, 111–112 in impact of teacher licensure tests, 95, 97 on large-scale tests, 99 in passing rates, 102–109 on the SAT, 99–100 on teacher licensing tests, 101–109 and test bias, 110–111 Direct internship programs, in California’s teacher preparation system, 280–282 Disparities. See Differences between minority and majority teacher candidates on licensing tests E Early Adolescence/English Language Arts (EA/ ELA) standards, according to NBPTS, 302–303 advancing student learning in the classroom, 302
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