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With support from the Bill & Melinda Gates Foundation, AACTE has launched the Consortium for Research-Based and Equitable Assessments (CREA), an initiative launched in 2021, to evaluate cut scores for entrance into educator preparation programs. Specifically, the Consortium seeks to examine the processes and considerations that states use to determine cut scores, and how they can be refined to attract, rather than exclude, potential teacher candidates. The Consortium’s responsibilities include but are not limited to:
The Consortium is comprised of 14 state teams of educator preparation programs, and state and local education agencies. The participating states and lead EPPs include:
The Consortium for Research-Based and Equitable Assessments (CREA) held focus groups with teacher candidates, in-service teachers, and faculty to better understand the impact of assessments required for entry into educator preparation programs, the experiences of students in managing these exams, how faculty are supporting students, and changes to policies to better support prospective teachers. This infographic describes the key themes and recommendations from the focus groups.
The History. Current Use, and Impact of Entrance and Licensure Examinations Cut Scores on the Teacher-of-Color Pipeline
The Consortium for Research-Based and Equitable Assessments (CREA) project has released a white paper to examine the history and baseline of entrance and licensure examination cut scores and its impact on the teacher-of-color pipeline. The paper addresses these three questions: (1) How are standardized entrance and licensure tests being used as a gateway into the profession?, (2) Who determines cut scores for these tests?, and (3) What is the historical significance and implications of these tests on the diversity of the profession today?
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To learn more about or to support the work of the Consortium, contact Weade James.