Standardized Isn't Standardized: Eliminating the ACT for Teacher Education Admission

Authors

Elodie Jones, Fort Hays State UniversityFollow
Betsy Crawford, Fort Hays State UniversityFollow
Chris Jochum, Fort Hays State UniversityFollow

Classification

Empirical Faculty/Staff

Abstract

As nationwide teacher shortages continue to grow (Bureau of Labor Statistics, 2018; Garcia & Weiss, 2019; Sutcher et al., 2016), the standards for which a teaching candidate is admitted into teacher education programs have continued to remain steadfast in rigid assessment scores and vast amounts of “hoop-jumping” for potential teacher education candidates who otherwise meet all of the academic and nonacademic requirements, with the exception of standardized assessments, such as the SAT or ACT (Ingersoll, et al., 2014; Lankford et al., 2014). After potential candidates with high GPAs, satisfied criteria, and dreams of becoming a teacher were being rejected, in the same week they received a Dean’s Honor Roll letter, faculty began to question key assessments used to admit students. In addition, key accreditation bodies (i.e., CAEP) loosened their qualifications regarding candidate selection and admission.

Department/Program

Advanced Education Programs

Submission Type

in-person poster

DOI

10.58809/LDVH2672

Date

4-20-2022

Rights

Copyright the Author(s)

Comments

For questions contact ScholarsRepository@fhsu.edu

Recommended Citation

Jones, Elodie; Crawford, Betsy; and Jochum, Chris (2022) "Standardized Isn't Standardized: Eliminating the ACT for Teacher Education Admission," SACAD: Scholarly Activities: Vol. 2022, Article 11.
DOI: 10.58809/LDVH2672
Available at: https://scholars.fhsu.edu/sacad/vol2022/iss2022/11