{"id":47243,"date":"2019-03-21T13:28:11","date_gmt":"2019-03-21T20:28:11","guid":{"rendered":"http:\/\/world.edu\/?p=47243"},"modified":"2019-03-21T13:28:11","modified_gmt":"2019-03-21T20:28:11","slug":"we-need-more-teachers-of-color-so-why-do-we-use-tests-that-keep-them-out-of-the-classroom","status":"publish","type":"post","link":"https:\/\/world.edu\/we-need-more-teachers-of-color-so-why-do-we-use-tests-that-keep-them-out-of-the-classroom\/","title":{"rendered":"We need more teachers of color, so why do we use tests that keep them out of the classroom?"},"content":{"rendered":"

\"\"
\nStudents of color\u00a0seldom see<\/a>\u00a0teachers who look like them. This is because many aspiring teachers of color are\u00a0pushed out<\/a>\u00a0of the profession before they have a chance to start. It\u2019s not poor performance in college courses or teaching internships that take the biggest toll. It is the\u00a0standardized tests<\/a>\u00a0aspiring teachers\u00a0must pass<\/a>\u00a0to earn a teaching license.<\/p>\n

Critics say these exams cover\u00a0too narrow a slice<\/a>\u00a0of professional knowledge. They may also function as a\u00a0culturally biased<\/a>\u00a0gatekeeper<\/a>\u00a0to the profession.<\/p>\n

A\u00a0recent report<\/a>\u00a0estimates that each year, the exam screens out approximately 8,600 of 16,900 aspiring teachers of color. This rate of exclusion surpasses that of white aspiring teachers by 27.5 percent. It\u2019s not a new phenomenon, either. The trend goes back\u00a0to the 1960s<\/a>\u00a0when states began to adopt these exams to improve the quality of teachers.<\/p>\n

In researching my book, \u201cNavigating Teacher Licensure Exams<\/a>,\u201d I found that aspiring teachers of color who failed their licensure exam multiple times eventually passed once they learned certain time-saving test-taking strategies, such as estimating answers instead of working out problems. They also passed by taking the exam in settings where they felt less stressed, cutting themselves off from negative messages about the exam, and concentrating on narrow slices of material that they did not know well. But I\u2019d argue that what they did to pass the exam has little to do with what makes an effective teacher, raising questions about how useful the exams are in the first place.<\/p>\n

What exams reveal<\/strong><\/h4>\n

Defenders of teacher licensure exams argue that they measure skills important to teaching and are \u201cnot simply a bureaucratic hurdle<\/a>.\u201d But except in the case of\u00a0math teachers<\/a>, teacher licensure exams have been shown to be a\u00a0murky indicator<\/a>\u00a0of how effective an aspiring teacher will be, research has shown. This is particularly true when it comes to figuring out how good a teacher will be at teaching children how to\u00a0read<\/a>.<\/p>\n

More troubling, research has shown that requiring higher scores would\u00a0keep out<\/a>\u00a0substantial numbers of people who would otherwise be effective, but only screen out\u00a0only a fraction of a percent<\/a>\u00a0of those who would be ineffective.<\/p>\n

There are also problems with the exams when it comes to racial diversity. First, the accuracy of these exams can\u00a0change<\/a>depending on the race and gender of the test-taker and the kinds of questions asked. For example, on some exams, multiple choice questions seem to be\u00a0better predictors<\/a>\u00a0of teacher quality for white women teachers. Conversely, essay questions appear\u00a0better<\/a>\u00a0for African-American teachers.<\/p>\n

Second, other factors can easily make up for a weakness that a licensure exam picks up on. For instance,\u00a0racial match<\/a>\u00a0matters for students of color. Research has shown that for students of color, having a black teacher \u2013 despite that teacher\u2019s poor performance on a licensure exam \u2013 can make an\u00a0equivalent impact<\/a>\u00a0on reading and math scores as having a white teacher who performed well on the exam.<\/p>\n

Breaking the test addiction<\/h2>\n

Why do state systems of education lean so confidently on these exams? A deep and abiding addiction to them.<\/p>\n

When modern standardized tests developed\u00a0in the 1920s<\/a>, they were a brand new technology with much allure. They promised to sort large groups of people into neat categories so the military, immigration system and schools could make easy decisions. They gave the broader public a\u00a0false sense of security<\/a>, that somehow everyone has an equal chance to demonstrate intelligence. The origin of these exams, however, goes directly through the\u00a0eugenics movement<\/a>, a racist pseudoscience that sorts humans into crude subgroups.<\/p>\n

Just as a growing number of colleges\u00a0no longer require college entrance exams<\/a>\u00a0for students to be admitted, states could similarly rethink the ways they admit teachers to the profession. For instance, states could consider a range of alternatives, such as teaching demonstrations and\u00a0community-based evaluations<\/a>.<\/p>\n

Dumbing down the profession?<\/strong><\/h4>\n

Critics may say that moving away from these exams would dumb down the profession. But the research suggests that if less emphasis were placed on teacher license exams, more teachers of color could enter America\u2019s classrooms and still do an effective job \u2013 regardless of what the exam might suggest.<\/p>\n

Author Bio:<\/strong> Emery Petchauer is an Associate Professor at Michigan State University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Students of color\u00a0seldom see\u00a0teachers who look like them. This is because many aspiring teachers of color are\u00a0pushed out\u00a0of the profession before they have a chance to start. It\u2019s not poor performance in college courses or teaching internships that take the biggest toll. It is the\u00a0standardized tests\u00a0aspiring teachers\u00a0must pass\u00a0to earn a teaching license. Critics say these […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":47244,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[9518],"coauthors":[11733],"class_list":["post-47243","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-teaching-2"],"acf":[],"yoast_head":"\nWe need more teachers of color, so why do we use tests that keep them out of the classroom? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/we-need-more-teachers-of-color-so-why-do-we-use-tests-that-keep-them-out-of-the-classroom\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"We need more teachers of color, so why do we use tests that keep them out of the classroom? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Students of color\u00a0seldom see\u00a0teachers who look like them. 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