By Sandra Stotsky
Teachers can't educate what they don't know. This nation has tolerated a susceptible licensing approach for potential academics for many years. This susceptible procedure has been observed through an more and more emptier curriculum for many scholars, depriving them of the information and talents wanted for self-government.
An Empty Curriculum: How instructor Licensure exams result in Empty scholar Minds makes the case that the full revision of the licensing approach for potential and veteran lecturers in Massachusetts in 2000 and the development of recent or extra challenging instructor licensing exams contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of putting up with earnings in fulfillment for college students in all demographic teams and in all nearby vocational/technical excessive faculties because 2005—gains proven via checks self reliant of Massachusetts coverage makers.
The fast function of this publication is to provide an explanation for what Massachusetts did in 2000 to bolster its instructor licensing and re-licensing process to make sure that all lecturers may well train to fairly robust K-12 criteria. Its better goal is to signify that improvement of robust educational criteria in all significant topics can be through entire revision of a state’s instructor licensing method, no longer, as has been the case for numerous many years, the improvement of K-12 scholar tests—if this nation desires to develop public schooling.
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Extra resources for An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests
Each state henceforth had to report annually on the pass rates on tests of its own choosing for each cohort of prospective teachers completing training programs in the state’s own teacher training institutions. However, each state was allowed to decide what licensure tests it would require, what it would assess on them, their pass scores, and 30 CHA P TER 4 when the tests could be taken. The expectation was that a requirement to report pass scores on state licensure tests annually would upgrade the quality of the teacher preparation programs in each state or perhaps cause some to go out of existence.
Moreover, even though ETS’s Technical Handbook, issued in 1965, stated that “the chief purpose of the NTE is to provide an independent evaluation of the academic preparation of teacher education students,” the validating criterion for the content of the test was now how the test related to teacher education curricula. Since the academic preparation of most prospective teachers occurred in the arts and sciences, not in education schools, this criterion made no sense. Worse yet, it excluded the very sources of validation that would have made sense—the syllabi developed by academic experts for their courses in the arts and sciences.
2. The first nationwide tests, the National Teachers Examinations, were offered in 1940. They were developed to help many large cities and states to determine the best candidates in a large pool of academically qualified candidates seeking a teaching career during the Great Depression. 3. Almost from the beginning, teacher educators claimed that subject matter tests could be validated only by evidence of teachers’ later effectiveness, even though the test developers insisted that the validity of subject matter tests depended only on whether they could be shown to measure what they claimed to measure— the test taker’s academic knowledge.