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Viewing: Remove Praxis Core and Standardized Testing from Undergraduate Progression Requirements

Last approved: Thu, 25 Mar 2021 05:02:40 GMT

Last edit: Thu, 25 Mar 2021 05:02:07 GMT

Susan Augustine (saugusti) (Thu, 05 Nov 2020 21:08:03 GMT): Approved by HS SCC: 10/21/2020. Approved by LDES SCC: 11/06/2020. Approved by TLC SCC: 10/28/2020.
Susan Augustine (saugusti) (Tue, 17 Nov 2020 22:41:21 GMT): attached catalog copy edits
Jennifer Kellogg (jkellog7) (Thu, 25 Mar 2021 05:02:07 GMT): Approved by EPC: 25 Jan 2021
Large scale change to programs
Fall 2021
College of Education, Health and Human Services
College of Education Health and Human Services
Remove Praxis Core and Standardized Testing from Undergraduate Progression Requirements
Remove Praxis Core/standardized test score requirements/language from Progression Requirements, roadmaps, admission information, and other catalog copy for initial teacher education licensure majors and minor. A similar proposal is being submitted to revise the Requirements for Admission to Advanced Study. This policy is reflected in the catalog copy for individual programs (degree and non-degree) that prepare students for teacher education licensure, which must also be revised.
Currently, all teacher education majors and minors are required to demonstrate basic competencies in reading, writing and mathematics before progressing in a degree program. Students are required to take the Praxis Core if they have not adequately demonstrated these competencies through ACT and/or SAT standardized tests. The current CAEP standards require the use of standardized tests of reading, writing, and mathematics. New CAEP standards (in draft form) that came out recently still have this requirement but also includes a provision for the creation of an assessment by the institution to use in place of standardized tests.

Recently, the use of standardized tests for determining readiness for advanced study was evaluated by Kent State University's Teacher Education Committee and determined that this requirement not only does not reflect our values and mission but that scores are not a predictor of student success.

Standardized measures, such as ACT, SAT, and Praxis Core present systemic barriers to marginalized Black, Indigenous, and Persons of Color (BIPOC); candidates with low socioeconomic status; and individuals with special learning needs. Interestingly, these systemic barriers counter the Council for the Accreditation of Educator Preparation's (CAEP) desire for the need and importance to focus on ‘diversity’ within our teacher education programs. CAEP defines ‘diversity’ through both individual and group differences, which include (but are not limited to) race, ethnicity, ability, gender identity and expression, sexual orientation, nationality, language, and socio-economic background. As far as we can tell, CAEP has provided no evidence that requiring normed tests impacts diversity in a positive way, nor have they countered years of research documenting the disenfranchising effect these tests have on students from non-majority, non-affluent backgrounds.

This change is coming at a time during a global pandemic where we saw firsthand how change can occur in time of need. For example, K-12 schools eliminated annual state standardized tests and higher education standardized measures were optional or eliminated in the application process to colleges and universities — and thus far, K-12 education and colleges and universities have not been negatively impacted by this change. During this pandemic, we have witnessed that change can occur and quickly. This is our opportunity for change for equitable and just policies and practices to best meet the needs of all of our candidates. This is particularly necessary if we want to recruit diverse candidates to the teaching profession. Many BIPOC, low socioeconomic and individuals with special learning needs do not perceive the teaching profession as a viable career for them as many experience racism, marginalization, and trauma within K-12 schools and they do not have lived experiences having teachers that look like them.
Remove Praxis Core and/or Standardized Test Scores from Progression Requirements, Roadmaps, etc. per attached marked-up catalog copy.
Faculty will select the most qualified applicants based on all of the other measures outlined in the policy will be used to assess whether students are ready for advanced study coursework: non-academic dimensions (interviews, essays), course grades, GPA, etc.

See attached marked-up catalog copy.
CIP Code
Early Childhood Education - B.S.E.
Earth Science - B.S.E.
Integrated Language Arts - B.S.E.
Integrated Mathematics - B.S.E.
Integrated Science - B.S.E.
Integrated Social Studies - B.S.E.
Life Science - B.S.E.
Life Science/Chemistry - B.S.E.
Middle Childhood Education - B.S.E.
Physical Education and Sport Performance - B.S.
Physical Science - B.S.E.
School Health Education - B.S.E.
Special Education - B.S.E.
Education - Minor
Units Consulted
College of Arts and Sciences
Department of English
Department of Modern and Classical Language Studies
School of Health Sciences
School of Lifespan Development and Educational Sciences
School of Teaching, Learning and Curriculum Studies
Key: 18