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


to be assessed by teacher licensure tests, 76

focusing teacher education on identified, 136–138

Competent beginning teaching

defining, 2–3, 164

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


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


Early Adolescence/English Language Arts (EA/ ELA) standards, according to NBPTS, 302–303

advancing student learning in the classroom, 302

The National Academies of Sciences, Engineering, and Medicine
500 Fifth St. N.W. | Washington, D.C. 20001

Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement