Testing Candidates' Basic Reading Skills to Ensure Teacher Quality: Promising Practice or Problematic Policy?

Abstract

Research arguing that performance on a test of professional competency may reflect a teacher candidate's overall analytical and reading abilities has led many Colleges of Education (COEs) to require the assessment of reading competence for admission into a teacher preparation program. This is true in Texas where COEs are held accountable for the success rates of their program completers on the Texas Examination of Educator Standards and Pedagogy and Professional Responsibilities (TExES PPR). This study explores the relationship between performance scores on the reading portion of the Texas Higher Education Assessment and the professional qualifications of teachers as measured by TExES PPR. Findings suggest that reading scores may explain 30% to 35% of the variance in scores on the existing licensure exam in Texas.