The graduate entrance test as a predictor of the performance on the required teacher licensure test of post-baccalaureate students admitted to the teacher education program at Tennessee State University from 1995 to 2000

The preliminary purpose of this study is to determine if the performance on the graduate entrance tests, Graduate Record Examination and Miller Analogies Test, could be used as a predictor of performance on the teacher licensure test, the National Teacher Examination, NTE and Praxis Series II. These exams are required criteria to be formally admitted into the post baccalaureate teacher education program and to successfully complete the program. This study compared data collected from students (n = 180) who were admitted into the post baccalaureate teacher education program at Tennessee State University from 1995 to 2000. Of the 180 students, 14 had to be eliminated due to data missing leaving 166 students for the study. The archival data collected on the students for the study was gender, date the undergraduate degree was issued (time lapse), the undergraduate major, the undergraduate grade point average, the scores from the graduate entrance test and the licensure test scores. Prior to analyses, MAT or GRE scores had to be standardized so that they could be placed on a common scale. Since there were fewer GRE than MAT scores, the researcher standardized the GRE scores and converted them to estimated MAT scores. The findings were that, as a group, the mean graduate entrance score was 41, the mean grade point average was 2.99 and the mean time lapse was 8.6 years. Those who were considered unsuccessful in the program had an entrance exam score mean of 29.5, GPA of 2.81 and the time lapse mean was 7 years. Thus, successful Praxis students tended to demonstrate higher graduate entrance test scores, higher GPAs and greater time lapse as compared to unsuccessful students. In conclusion, it is of the utmost importance that the pass/fail decision resulting from a teacher certification test accurately reflect the professional content knowledge needed by teachers to practice successfully in their certification area. A central issue in teacher certification testing programs is that of providing adequate opportunity and training for prospective teacher candidates to allow them to pass certification tests. In response to this, teacher education programs should show an interest in helping prospective teachers in preparation for the tests. The MAT scores may act as an indicator as to who will be in need of additional assistance in preparing for the teacher licensure test