AN EXAMINATION OF GPA, TASP, AND EXCET SCORES FOR UNDERGRADUATE TEACHER EDUCATION CANDIDATES

This study investigated the relationship between student grade point averages (GPA) and scores on the Texas Academic Skills Program (TASP) and the Examination for the Certification of Educators in Texas (ExCET) for 138 female undergraduate teacher education candidates. Moderate relationships were found between educational foundations and methods grade point average and passing scores on the Professional Development Test of the ExCET. These findings suggested that factors other than knowledge of educational pedagogy alone is necessary to successfully pass the ExCET. The weak relationships between the TASP reading, math, and writing tests and English and math GPA warrants further investigation. These results might indicate that the present TASP tests do not require the same cognitive and analytical skills required for the college level English and math courses. Replication of this study using a larger state-wide subject sample is strongly recommended. ith the publication of A Nation at Risk (National Commission on Excellence in Education, 1984) and, more recently, the National Education Goals as specified in America 2,000 (1991), various reforms to improve the quality of future teachers have been implemented at both the national and state levels. Throughout the nation, various state-mandated testing programs have outlined stringent criteria for assessing basic skills in reading, writing, and mathematics while also addressing teacher proficiencies in learner