6533b832fe1ef96bd129aac5
RESEARCH PRODUCT
Who Becomes U.S. Mathematics Teachers: A Longitudinal Analysis of First-time Praxis® II Mathematics Content Knowledge Examinees
David GlassmeyerKimberly CortesJie HaoHerman RayGregory Rushtonsubject
teacher preparation[SHS.EDU]Humanities and Social Sciences/Education[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO][SHS.EDU] Humanities and Social Sciences/Education[MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO]educationlongitudinal analysisassessment practicesdescription
International audience; The U.S. uses the Praxis® tests to measure academic skills and the subject-specific content knowledge needed to be a teacher. This study examined Praxis® Mathematics Content Knowledge scores from 2006 to 2016 to describe patterns in who are becoming certified to teach mathematics in the country. Longitudinal analyses were used to discern patterns in the demographics of examinees and trends in exam performance across several demographic characteristics. The results reveal substantial differences in performance and pass rates between examinees of different genders, races, undergraduate majors, undergraduate GPAs, and census regions. From our analyses, we suggest several measures for the improvement of mathematics teacher preparation.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-04-05 |