The National Coucil for Teacher Quality released a report requiring higher admission requirements for entrants into teaching, specifically, higher SAT and ACT scores. This report was examined on behalf of the National Education Policy Center. It is interesting and unusual that many individuals think that ratings on the SAT or ACT have exceptional predictive powers. The cardinal guideline of psychometric is that a test needs to be used just for the function for which it was developed. These tests were created to assess most likely success in college, however several studies have actually concluded that the students’ four-year grade-point-average is more reputable than either the SAT or ACT. Why would anyone believe they forecast great instructors? NCTQ must turn its focus on making the mentor profession more satisfying and rewarding. At a time of teacher scarcities, raising the bar will worsen the shortage.
The NCTQ is Gates-funded and endorses VAM to rate instructors. So they start with a strong bias towards standardized screening.
STONE, CO (March 23, 2017)– A current report from the National Council on Instructor Quality (NCTQ) supporters for a higher bar for entry into teacher preparation programs. The NCTQ report recommends, based upon an evaluation of GPA and SAT/ACT requirements at 221 institutions in 25 states, that improving entry requirements would considerably improve teacher quality in the United States. It argues that this greater bar needs to be set by states, by the Council for the Accreditation of Educator Preparation (CAEP), and by the higher-education organizations themselves.However, the report’s fundamental claims are improperly supported, making its suggestions highly problematic.The report, Within Our Grasp: Accomplishing Greater Admissions Standards in Instructor Prep, was evaluated by a group of scholars and professionals who are members of Job TEER (Instructor Education and Education Reform). The group was led by Marilyn Cochran-Smith, the Cawthorne Professor of Teacher Education for Urban Schools at Boston College, along with Megina Baker, Wen-Chia Chang, M. Beatriz Fernández, & Elizabeth Stringer Keefe. The review is released by the Hesitate Think Tank Evaluation Task at the National Education Policy Center, housed at University of Colorado Stone’s School of Education.The customers discuss that the report does not offer the required assistances for its assertions or recommendations. It makes numerous unsupported and unproven claims about the influence on teacher variety of raising admissions requirements for instructor candidates, about public perceptions of mentor and instructor education, and about attracting more academically able teacher candidates.Each claim is based upon one or 2 cherry-picked citations while ignoring the substantial body of research study that either provides clashing evidence or reveals that the issues are far more complicated
and nuanced than the report recommends. Ultimately, the reviewers conclude, the report uses little assistance for policymakers or institutions.
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