Report on Minnesota's Four-Year Administration of the Pre-Professional Skills Tests, 1987-91.

Institution	Minnesota State Board of Teaching, St. Paul.
Titel	Report on Minnesota's Four-Year Administration of the Pre-Professional Skills Tests, 1987-91.
Quelle	(1992), (93 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Testing; Education Majors; Elementary School Teachers; Elementary Secondary Education; Ethnic Groups; Females; Higher Education; Licensing Examinations (Professions); Longitudinal Studies; Mathematics Tests; Preservice Teacher Education; Racial Differences; Reading Tests; Secondary School Teachers; Sex Differences; State Programs; Teacher Certification; Testing Programs; Undergraduate Students; Writing Tests; Minnesota; Pre Professional Skills Tests + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnie; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehramtsstudiengang; Lehrerausbildung; Rassenunterschied; Lesetest; Sex difference; Geschlechtsunterschied; Regierungsprogramm; Writing test; Schreibtest
Abstract	The Minnesota Board of Teaching adopted the Pre-Professional Skills Tests (PPST) for initial teacher licensure as required by the State Legislature. A 1987 validation study set qualifying scores for reading, mathematics, and writing. This report evaluates the 4-year administration of the PPST, using data from 1987-91 that were analyzed according to specific variables of gender, in-state or out-of-state preparation, educational level, and racial/ethnic group. Of the 26,861 examinees who took 1 or more PPST tests in 1987-91, most were female. About 85 percent were enrolled or had completed preparation at a Minnesota college or university, and about 72 percent of the examinees were in undergraduate programs during their first attempt at the PPST. Only 2.2 percent of the examinees were minority group members. More Minnesota examinees than projected passed the reading, mathematics, and writing tests on the first attempt. Non-Minnesota examinees had a higher success rate than projected on all three tests. More females passed the test on the first attempt. Minorities were less successful than majority examinees on the initial attempt. Minnesota institutions of higher learning that offer teacher preparation continue to provide candidates who fail the tests with access to opportunities to enhance their skills. Statistical differences among subgroups, although significant, are generally small. An appendix contains 45 tables of study results. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC