Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program

Abstract

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.

Assessing the significance of course materials for graduate program admission

“…Accurate assessment about admission criteria is important to both student and faculty alike. Overall, it appears that quality of academic materials and the rigor of course syllabi are of little to no concern in admission decisions for graduate students, and trends for materials that are most critical to an admissions committee are largely the same (Evans, 2017;Forrest & Naremore, 1998;Galang et al, 2011;Keith-Spiegel et al, 1994; Kuncel et al, 2014;Lizares et al, 2016;Weiner, 2017). Students who have inaccurate view on admission criteria may be at a disadvantage if they fail to acquire desired experiences valued by graduate programs.…”

“…Variables that were most common between the studies were chosen for this section of the survey. For example, many studies indicated variables that demonstrate a student has skills that signify an ability to succeed, which can be evidenced by GPA, for academic performance; standardized test scores, for qualitative skills, quantitative skills, and communication and subject specific skills; and letters of recommendation, to further support strengths in areas assessed by standardized test scores and other relevant information (Evans, 2017;Forrest & Naremore, 1998;Galang et al, 2011;Keith-Spiegel et al, 1994;Kuncel et al, 2014;Lizares et al, 2016;Weiner, 2017). Those three variables were reported to be the most commonly requested student data that assists decision makers in understanding a prospective student's skills, interests, and experience in and exposure to the field.…”

“…Grades in high school is top decision factor for first-time freshmen student, followed by essays or writing samples, test scores, recommendations, class rank, and other considerations (Hawkins & Lautz, 2005). Conversely, admissions to graduate school has been commonly anchored around three critical application materials: standardized test scores, academic performance, often measured by GPA, and letters of recommendation (Evans, 2017;Forrest & Naremore, 1998;Galang, Yuan, Lee, & Sukotjo, 2011;Keith-Spiegel, Tabachnick, & Spiegel, 1994;Kuncel, Kochevar, & Ones, 2014;Lizares, Rahnema, Pang-Rey, Suan, & Bautista, 2016;Weiner, 2017). Student's academic transcript also seems to play a major role in admission decision for Master's programs, given that 99% of reviewers rely heavily on the academic transcript to evaluating past performance of the student (Okahana, Augustine, & Zhou, 2018).…”

Desde incentivar la demanda a regular la oferta: Políticas chilenas de admisión en formación docente

“…El incremento de requisitos académicos de ingreso en formación docente ha demostrado además afectar negativamente la selección de estudiantes de grupos marginalizados y de postulantes hombres (Van Overschelde & López, 2019). Existen también preocupaciones sobre el impacto negativo de esta medida en la sustentabilidad de las carreras de pedagogía y en la capacidad de formar docentes en coherencia con la demanda del sistema escolar (Evans, 2017).…”

Using the Joint Standards to Design Postsecondary Assessments With Evidence of Validity and Reliability: An Approach to CAEP Accreditation

“…The pragmatic literature suggesting specific approaches to validity and reliability evidence is almost nonexistent, lacking the “how to” details needed in any academic discipline. A search in the ERIC database on the keywords “CAEP” and “validity” in the title yielded only two articles, one a readiness survey (Kelly, ) and the other a predictive validity study of GRE (Evans, ). A second search for “accreditation” and “validity” in the title, without reference to teacher education, yielded only three journal articles, all in the health professions and environmental education (Can, ; Kassebaum, Cutler, & Eaglen ; Macpherson, ).…”