Connecticut
Learning from institutional pass rates on elementary teacher licensure tests
Overview
The nation needs a strong, diverse teacher workforce to live up to its promise of equal opportunity for all.
Pass rate data illuminates the challenges that must be overcome to achieve a strong, diverse teacher workforce.
Currently, policymakers, state education agencies, and teacher prep programs have little insight into when aspiring teachers leave the path into the classroom, largely due to missing or inaccurate data. This makes it hard to identify when and why aspiring teachers exit the pipeline and where to focus efforts and resources to support them.
Here NCTQ shares new data, never before published, on a pivotal point in the pipeline for elementary teachers: when aspiring teachers take licensure tests, one of the final steps before earning a teaching license. Pass rates, or the rate at which teacher candidates pass their licensing tests, serve as a compass, pointing toward strengths and opportunities in preparing teacher candidates.
With this information, states and programs now have the opportunity to look at the data from multiple perspectives. Each lens conveys important insights on the quality of institutions’ preparation, their level of encouragement and support for retaking a failed test, persistence on the part of test takers, as well as commitment and innovation to overcome educational inequities and inadequate K-12 preparation.
NCTQ is making each state’s data available for download to encourage additional analysis, urging states and institutions to consider stronger data systems that capture this data on an ongoing basis.
The Problem
Why do licensure tests matter?
There’s little disagreement among teachers, parents, teacher educators, and state officials that teachers need to know the content they will teach.
Teachers cannot teach what they do not know. Elementary teachers should demonstrate that they know core content before they start teaching, according to 95% of state education agency leaders, 84% of prep program leaders, and 98% of teachers.
Licensure tests are the most common way to measure an elementary teacher’s content knowledge. When well designed, they are:
- Comparable
- Reliable
- Scaleable
- Comprehensive
- Cost Effective
While more could always be done to remove bias from the test instrument itself and the test experience, licensure tests also undergo a rigorous bias review process.
And where states have done the research, almost all studies find evidence that they predict future teacher effectiveness.
Currently, the public learns little about the performance of Connecticut's prep programs from the pass rate data collected by the federal government.
All states already report pass rate data through the Title II requirement of the Higher Education Act. However, this data does not include key information such as:
- First-time pass rates
- Number of attempts to pass the test
- Pass rates broken out by race/ethnicity of test takers
- Proportion of test takers who pass all sections of the test
- Proportion of test takers who walk away after failing their first attempt
Analysis for Connecticut
Exploring pass rate data through many different lenses helps to identify successful institutions who get the most teacher candidates across the finish line.
Explore analysis by:
Equipped with the data included here, state and teacher prep program leaders can determine what outcomes they value with regard to building a strong, diverse, knowledgeable teacher workforce, and can evaluate the data through the lens of not just one but multiple values.
The following examples illustrate different approaches to analyzing pass rate data and how these approaches can help identify institutions with strong preparation programs that may offer guidance for their peers.
Best-Attempt Pass Rates
Teacher candidates have multiple opportunities to pass their test. To explore where most test takers are passing, regardless of the number of attempts, examine institutions’ best attempt pass rates.
Consider these questions when exploring the data
Best-attempt pass rates
Some questions can be answered based on data presented here, while others invite further exploration.
- How much variation is there between institutions’ pass rates?
- Where do test takers struggle to pass even after their best attempt?
- What are the stand-out institutions doing to support their candidates?
The average best-attempt pass rate in Connecticut is 72%, with institutions ranging from 25% to 100%.
One way some states report the data is ‘best-attempt’ pass rates—the number of test takers who pass regardless of the number of attempts. When reported for all test takers, this gives an accurate but limited picture.
Examining these pass rates at the institution level illustrates which institutions help test takers across the licensure test finish line.
While this data is informative, it obscures the burden on candidates from having to take a test multiple times before passing, perhaps because they did not receive adequate preparation.
Notes
Download the full state data spreadsheet to see pass rates for each subtest.
Capitol Region Education Council – Alt-cert, Charter Oak State College, and Post University had too few test takers to report pass rates
First-Attempt Pass Rates
As having to take the test multiple times costs candidates additional money and delays in being able to get a teaching job, first-attempt pass rates offer an important perspective on the data.
Consider these questions when exploring the data
First-attempt pass rates
Some questions can be answered based on data presented here, while others invite further exploration.
- How much variation is there between the institutions with the highest and lowest first-time pass rate?
- At institutions where test takers struggle, what could they do to foster greater success?
- What are the stand-out institutions doing to support their candidates?
In Connecticut, only 40% of test takers pass the elementary licensure test on their first attempt, but this average masks significant variation among institutions.
This measure of how many test takers pass on their first attempt offers further insight into whether candidates have to expend time and money on multiple retakes, and whether programs offer content preparation that aligns with the state’s expectations.
For states and preparation programs, the first-attempt pass rate can identify potential gaps in preparation and point toward the need for better support for candidates, such as course requirements more aligned with the needs of elementary teachers.
Notes
Download the full state data spreadsheet to see pass rates for each subtest.
Capitol Region Education Council – Alt-cert, Charter Oak State College, Post University had too few test takers to report pass rates
Walk-Away Rates
To identify where aspiring teachers get lost in the pipeline, examine the walk-away rate—the proportion of test takers who fail on their first attempt and do not retake the test.
Consider these questions when exploring the data
Walk-away rates
Some questions can be answered based on data presented here, while others invite further exploration.
- How many aspiring teachers does my state lose each year after they fail their licensure test?
- How are institutions with lower “walk-away rates” supporting their candidates?
- Who stops attempting the test after failing the first time? How can those test takers be better supported?
A quarter of Connecticut test takers who fail their content knowledge test on the first attempt do not try again. This rate varies among institutions from 0% to 47%.
In the aggregate, low first-attempt pass rates may point to a misalignment between the preparation candidates receive and the state’s expectations for future elementary teachers.
On an individual level, failing these tests can be demoralizing, causing delays in job searches and unforeseen expenses to study for and retake the test.
Because retake numbers are not available on composite or assessment-level scores, when a state requires a test with multiple subtests, this analysis uses the subtest with the lowest pass rate. Test takers must pass each subtest in order to pass the overall test (though not necessarily in the same sitting), so using the lowest-scoring subtest best illustrates the challenges test takers face.
Notes
Download the full state data spreadsheet to see walk-away rates for each institution and subtest.
Three or More Attempts
To explore where test takers are more likely to succeed with the least amount of time and money spent on test-taking, examine retake rates.
Consider these questions when exploring the data
Three or more attempts
Some questions can be answered based on data presented here, while others invite further exploration.
- What supports do test takers need if they’re retaking the test multiple times?
- What can institutions do to help test takers succeed with fewer retakes?
- Pass rate data for this subtest for each institution can be downloaded at the link below. Among institutions with similar retake rates, which have higher or lower pass rates?
15% of test takers in Connecticut take the most challenging subtest three or more times.
High percentages of test takers who take the test three or more times may indicate systemic problems such as low admissions standards, inadequate support, or too little attention to the content coursework candidates take.
Notes
Download the full state data spreadsheet to see pass rates and proportion of test takers making three or more attempts for each subtest.
Pass Rates by Admissions Selectivity
To identify and scale practices from institutions that successfully support all groups of test takers, sort pass rate data by categories such as admissions selectivity.
Consider these questions when exploring the data
Pass rates by admissions selectivity
Some questions can be answered based on data presented here, while others invite further exploration.
- How much variation is there between institutions’ pass rates within the same band of selectivity?
- At which less selective institutions do test takers earn higher pass rates?
- What are the stand-out institutions doing to support their candidates?
Connecticut has two institutions with lower levels of selectivity and high pass rates.
Organizing pass rate data by the admissions selectivity of the program or institution helps to identify places that are less selective and also achieve higher pass rates.
Notes
Graph updated 8/12/2021.
Capitol Region Education Council – Alt-cert, Charter Oak State College, and Post University had too few test takers to report pass rates.
Admissions selectivity for traditional institutions is measured using their undergraduate elementary program ratings from the 2021 Teacher Prep Review. In the absence of a rating, an equivalent score (identified in the graph hover-over by an asterisk) was determined using institutional median SAT/ACT scores or Barron’s selectivity ratings. Selectivity for alternative certification programs was determined using non-traditional program ratings from the 2021 Teacher Prep Review. See more here: www.nctq.org/review/standard/Admissions#scoringRubric. ‘Very selective’ represents an A on the Teacher Prep Review Admissions standard or its scoring equivalent, ‘Selective’ a B, ‘Moderately selective’ a C, ‘Less selective’ a D, and ‘Not selective’ an F. Institutions with a C, D, or F were classified as having “lower admissions selectivity.”
Pass Rates by Socioeconomic Factors
To identify and scale practices from institutions that successfully support all groups of test takers, sort pass rate data by categories such as the proportion of Pell grant recipients at the institution.
Consider these questions when exploring the data
Pass rates by socioeconomic factors
Some questions can be answered based on data presented here, while others invite further exploration.
- How much variation is there between institutions’ pass rates with higher or lower proportions of Pell grant recipients?
- What are the stand-out institutions doing to support their test takers?
- What additional supports may be valuable for institutions with more Pell grant recipients?
Connecticut has one institution with a high proportion of Pell grant recipients and a high pass rate.
Notes
Proportion of Pell grant recipients refers to all undergraduate students at the institution, and not specifically to test takers.
Capitol Region Education Council – Alt-cert, Charter Oak State College, and Post University had too few test takers to report pass rates
Pass Rates for Test Takers of Color
To identify institutions supporting teachers of color in entering the workforce, examine pass rate data for test takers of color.
Consider these questions when exploring the data
Pass rates for test takers of color
Some questions can be answered based on data presented here, while others invite further exploration.
- Which institutions have higher pass rates for test takers of color?
- Pass rates for all test takers, and for white test takers, can be downloaded at the link below. Which institutions have closed the gap in pass rates for test takers of color and white test takers?
- At which institutions could greater supports for test takers of color help to bring more teachers of color into the workforce?
Connecticut’s institutions vary widely in first-attempt and best-attempt pass rates for test takers of color.
Notes
Download the full state data spreadsheet to see pass rates for each subtest.
Charter Oak State College, Connecticut College, Post University, Western Connecticut State University, Yale University, and Capitol Region Education Council had too few test takers of color to report pass rates.
Note that the first-attempt pass rate for Alternative Route to Certification (ARC) was 0% (N=5 test takers).
Standout Institutions
When viewed through these different lenses, some institutions stand out for supporting their test takers in passing licensing tests.
Quinnipiac University
- First-attempt pass rates for test takers of color at this institution exceeds the state’s average first-time pass rate.
- The average first-attempt pass rate for test takers of color at this institution on the Praxis II Elementary Education: Multiple Subjects (5001) test is 50%, compared with 40% across the state.
- The first-attempt pass rate for test takers of color at this institution (50%) also exceeds the average pass rate for all test takers at the institution (38%).
University of Bridgeport
- The institution is not selective and exceeds the state’s average first-attempt pass rate.
- The institution also has more Pell grant recipients (47%) than average (35%) and exceeds the state’s first-attempt average pass rate.
- The institution’s average first-attempt pass rate on the Praxis II Elementary Education: Multiple Subjects (5001) test is 41%, compared with 40% across the state.
University of Connecticut
- First-attempt pass rates for test takers of color at this institution exceeds the state’s average first-time pass rate.
- The average first-attempt pass rate for test takers of color at this institution on the Praxis II Elementary Education: Multiple Subjects (5001) test is 41%, compared with 40% across the state.
University of Hartford
- First-attempt pass rates for test takers of color at this institution exceeds the state’s average first-time pass rate.
- The average first-attempt pass rate for test takers of color at this institution on the Praxis II Elementary Education: Multiple Subjects (5001) test is 60%, compared with 40% across the state.
- The first-attempt pass rate for test takers of color at this institution (60%) also exceeds the average pass rate for all test takers at the institution (40%).
Western Connecticut State University
- The institution is moderately selective and exceeds the state’s average first-attempt pass rate.
- The institution’s average first-attempt pass rate on the Praxis II Elementary Education: Multiple Subjects (5001) test is 58%, compared with 40% across the state.
Recommendations
Building a path together
State education agencies, teacher prep programs, testing companies, and school districts together, should create or verify alignment between what’s taught in elementary classrooms, what’s expected in teacher prep coursework, and what’s assessed on licensure tests.
The following recommendations build upon this foundation of aligned content.
Teacher prep programs:
- Look to coursework, not just test prep strategies, to best prepare candidates in the content they need to teach elementary grades.
- Review and act on pass rate data to monitor program effectiveness and to inform improvements.
- Use diagnostic testing to identify candidates’ strengths and weaknesses.
States:
- Use a valid and reliable elementary education licensure test that separately measures knowledge of language arts, mathematics, science, and social studies.
- Set the minimum score needed to pass the licensure test at the score that has been recommended by the standard setting process.
- Improve access to and use of assessment data.
- Make sure that the state’s needs are reflected in agreements made with licensure test publishers.
Testing Companies
- Standard operating procedure should be to provide first-attempt and best-attempt pass rate data and data on the number of attempts for all test takers at the institution level to state education agencies and preparation programs.
- Strengthen data collection to provide more accurate program-level data.
- Work with the education field to explore concerns around bias in testing.
This data is a powerful tool for change. Low pass rates should not be hidden, but rather brought to light; facing these challenges is how we build a stronger, more diverse teacher workforce for our students.
While prep programs did not create the systemic educational inequities that contribute to struggles in passing licensure content exams, they – with support from their institutions, state education agencies, and testing companies – are in a prime position to take action to close these gaps. It is NOT the demographic makeup of the student population, but the commitment of the institution to adequately prepare candidates for licensure exams and more importantly, for the classroom, that makes all the difference. With better data, states and programs can better direct their resources to support candidates in achieving success.
Download the national report for the full set of recommendationsWhat’s next?
Improvement is possible
Students need teachers who enter the classroom already knowing core content. Licensure tests act as a guardrail to make sure that teachers have essential knowledge from their first day on the job. Data from licensure tests offer a powerful tool to spotlight systemic inequities in content knowledge and to help identify institutions that are successfully preparing candidates for the classroom and those that need extra support.
Download Connecticut dataOverview
Every child has the right to learn to read.
There’s long settled science supporting a set of specific methods for teaching reading, no matter what the child’s background. When teachers use these evidence-based methods, all but a small fraction of students will learn how to read.
36% of 4th grade children in Connecticut demonstrate very low reading skills.
This problem is almost entirely preventable.
Any child, regardless of background, can experience trouble learning to read, but disparities in achievement persist among racial groups and for students living in poverty. These gaps represent failures to provide students with access to the instruction and support they need to learn to read. These disparities are both a driver of, and a sobering measure of, systemic inequities.
In Connecticut, students of color and students living in poverty read at lower rates of proficiency compared to their white and more affluent peers. While 78% of white students read at a level at or above basic on NAEP’s 2022 reading assessment, that is true for only 42% of Black students and 43% of Hispanic students; similarly, 76% of students who do not qualify for the National School Lunch Program read at or above a basic level, compared with 45% of students who do qualify for the lunch program. These gaps are evidence of where the system has failed to provide students with access to the reading instruction and support they need to learn to read.
Creating a nation of readers requires retooling the way reading is taught–eliminating disproven ways of teaching kids to read and adopting methods grounded in science. Teachers need to complete their preparation programs ready to teach reading using the instructional methods based on evidence of what works with students, including how to systematically and explicitly teach phonemic and phonological awareness, phonics, vocabulary, fluency, and comprehension.
To learn more about these components of reading, click here.
Despite the critical importance for students, six of the nine educator preparation programs that NCTQ’s Teacher Prep Review reviewed in Connecticut are still not providing aspiring teachers with adequate coursework in the science of reading.
Three of nine programs that NCTQ reviewed in Connecticut require instruction in the science of reading, meaning that NCTQ's review found that these programs addressed the five core components of reading in coursework
The Opportunity
Connecticut has a strong and underutilized tool to ensure future teachers are ready to teach children to read.
All aspiring elementary teachers in Connecticut are required to pass a test showing that they have learned the most effective methods to teach reading before they enter the classroom. The pass rates on this test can help to identify where aspiring teachers need more aligned instruction in how to teach reading.
The pass rates show that performance on these tests varies considerably among the institutions in the state. Pass rates serve as one important indicator of the quality of the preparation that is being provided.
Why do reading licensure tests matter?
Licensure tests indicate whether or not a teacher has the knowledge of evidence-based methods to teach students to read. They are also the most efficient, cost-effective and comprehensive way to gauge a teacher’s knowledge of reading instruction.
When teachers leave preparation programs without the skills and knowledge to teach reading, or without having to demonstrate the skills and knowledge, the burden falls upon school districts to retrain their new teachers in how to teach reading. This is costly for the district and for the students who are faced with a new teacher who does not know how to effectively teach them to read.
Analysis for Connecticut
Exploring pass rate data through many different lenses helps to identify successful institutions who get the most teacher candidates across the finish line.
Explore analysis by:
Equipped with the data included here, state and teacher prep program leaders can determine what outcomes they value with regard to building a strong, diverse, knowledgeable teacher workforce, and can evaluate the data through the lens of not just one but multiple values.
The following examples illustrate different approaches to analyzing pass rate data and how these approaches can help identify institutions with strong preparation programs that may offer guidance for their peers.
Best-Attempt Pass Rates
Teacher candidates have multiple opportunities to pass the reading licensure test. To explore the institutions where most test takers are passing, regardless of the number of attempts, examine institutions’ best attempt pass rates.
Consider these questions when exploring the data
Best-attempt pass rates
Some questions can be answered based on data presented here, while others invite further exploration.
- How much variation is there between institutions’ pass rates?
- Which institutions have higher pass rates and which have lower ones?
- At which institutions do test takers struggle to pass even after their best attempt?
- What are the stand-out institutions doing to support their candidates?
The average best-attempt pass rate in Connecticut is 89%, with institutions ranging from 33% to 97%.
One way some states report the data is ‘best-attempt’ pass rates—the number of test takers who pass regardless of the number of attempts. When reported for all test takers across the state, this gives an accurate but limited picture.
Examining the pass rates at the institution level illustrates how well institutions help test takers to pass the licensure test.
While this data is informative, it obscures the burden on candidates from having to take a test multiple times before passing, perhaps because they did not receive adequate preparation.
First-Attempt Pass Rates
First-attempt pass rates offer an important perspective on the data. Taking the test multiple times costs candidates additional money and delays in being able to get a teaching job.
Consider these questions when exploring the data
First-attempt pass rates
Some questions can be answered based on data presented here, while others invite further exploration.
- How much variation is there between the institutions with the highest and lowest first-time pass rate?
- Which institutions have higher pass rates and which have lower ones?
- At institutions where test takers have lower first-time pass rates, what could the institutions do to foster greater success?
- What are the stand-out institutions doing to support their candidates?
In Connecticut, only 67% of test takers pass the reading licensure test on their first attempt, but this average masks significant variation among institutions.
This measure of how many test takers pass on their first attempt at each institution offers further insight into whether candidates have to expend time and money on multiple retakes, and whether programs offer content preparation that aligns with the state’s expectations.
For states and preparation programs, the first-attempt pass rate can identify potential gaps in preparation and highlight the need for better support for candidates, such as course requirements more aligned with what elementary teachers need to know.
In the aggregate, low first-attempt pass rates may point to a misalignment between the preparation candidates receive and the state’s expectations for future elementary teachers.
On an individual level, failing these tests can be demoralizing, causing delays in job searches and unforeseen expenses to study for and retake the test.
Notes
Capitol Region Education Council – Alt-cert had too few test takers passing on the first attempt to report pass rates.
Walk-Away Rates
To identify where aspiring teachers get lost in the pipeline, study the walk-away rate—the proportion of test takers who fail on their first attempt and do not retake the test. Considering this data for all test takers and specifically for aspiring teachers of color can inform how to direct efforts to build a more diverse teacher workforce.
Consider these questions when exploring the data
Walk-away rates
Some questions can be answered based on data presented here, while others invite further exploration.
- How many aspiring teachers does my state lose each year after they fail their licensure test?
- How are institutions with lower “walk-away rates” better supporting their candidates?
- Who stops attempting the test after failing the first time? How can those test takers be better supported?
In Connecticut, 21% of test takers who fail their reading test on the first attempt do not try again. This rate varies among institutions from 0% to 37%.
Failing these tests can be demoralizing, causing delays in job searches and unforeseen expenses to study for and retake the test. Some test takers choose not to retake the test.
Understanding why so many people don’t retake the test could help target solutions: Is the cost of retaking the exam prohibitive? Do candidates feel discouraged? Do aspiring teachers pursue emergency credentials instead? Each of these reasons that test takers may not retake the test merits a different approach.
Notes
Institutions for which fewer than 6 test takers failed on the first attempt are not included in the walk-away rates calculation.
Three or More Attempts
To explore where test takers are more likely to succeed with the least amount of time and money spent on test-taking, examine the rate at which test takers are retaking the licensure test multiple times.
Consider these questions when exploring the data
Three or more attempts
Some questions can be answered based on data presented here, while others invite further exploration.
- What supports do test takers need if they’re retaking the test multiple times?
- What can institutions do to help test takers succeed with fewer retakes?
In Connecticut, 9% of candidates take the reading test three or more times.
High percentages of test takers who take the test three or more times may indicate systemic problems such as low admissions standards, inadequate support, too little attention to the content coursework candidates take, or a strong misalignment between the coursework and the state’s expectations.
Notes
The following institutions had fewer than 6 people take the licensure test at least three times, and so the state did not report # of attempts data for 3+ attempts: Connecticut College, Eastern Connecticut State University, Fairfield University, Quinnipiac University, Teach for America-Connecticut – Alt-cert, University of Connecticut, University of Hartford, University of Saint Joseph, and Western Connecticut State University.
Capitol Region Education Council – Alt-cert had too few test takers to report pass rates.
Pass Rates for Aspiring Teachers of Color
Abundant evidence demonstrates that all students, and especially students of color, benefit from being assigned a teacher of color. The impact is particularly great for students in the elementary grades. Identifying institutions that support aspiring teachers of color in passing licensure tests can be an important step in building a more diverse teacher workforce.
Consider these questions when exploring the data
Pass Rates for Test-Takers of Color
Some questions can be answered based on data presented here, while others invite further exploration.
- Which institutions have higher pass rates for test takers of color?
- Pass rates for all test takers, and for white test takers, can be downloaded at the link below. Which institutions have closed the gap in pass rates for test takers of color and white test takers?
- At which institutions could greater supports for test takers of color help to bring more teachers of color into the workforce?
Connecticut’s institutions vary widely in first-attempt and best-attempt pass rates for test takers of color.
Notes
Capitol Region Education Council – Alt-cert, Fairfield University, and University of Saint Joseph had too few test takers of color passing the exam on the first attempt to report pass rates.
Connecticut College had too few test takers of color taking the test to report pass rates on the first attempt.
Number of Passing Aspiring Teachers of Color
Some institutions enroll many more aspiring teachers of color than other institutions. To identify those institutions that are serving more aspiring teachers of color, and to identify how many of those aspiring teachers ultimately succeed on their licensure tests, consider the number of test takers of color who pass or fail the licensure test on their best attempt.
Consider these questions when exploring the data
Number of Passing Test-Takers of Color
Some questions can be answered based on data presented here, while others invite further exploration.
- Which institutions have the most test takers of color?
- Which institutions have large numbers of test takers of color who do not pass the test?
- What additional supports can these institutions provide to help more aspiring teachers of color pass the licensure test?
At most institutions in Connecticut, nearly all aspiring teachers of color pass after one or more attempts.
Notes
Connecticut College, Fairfield University, and University of Saint Joseph had too few test takers of color to report pass rates.
Southern Connecticut State University, Teach for America-Connecticut – Alt-cert, University of Connecticut, University of Hartford had too few takers fail to report, due to the state’s data suppression rules.
Pass Rates by Admissions Selectivity
Organizing pass rate data by the admissions selectivity of the program or institution helps to identify places that are less selective and also achieve higher pass rates.
Consider these questions when exploring the data
Pass rates by admissions selectivity
Some questions can be answered based on data presented here, while others invite further exploration.
- In institutions with the same level of selectivity, how much do pass rates vary?
- At institutions that are less selective, where do test takers earn higher pass rates?
- What are the stand-out institutions doing to support their aspiring teachers?
Connecticut has several institutions with lower levels of selectivity and high pass rates.
Notes
Capitol Region Education Council – Alt-cert had too few test takers to report pass rates.
Admissions selectivity for traditional institutions is measured using their undergraduate elementary program ratings from the 2021 Teacher Prep Review. In the absence of a rating, an equivalent score was determined using institutional median SAT/ACT scores or Barron’s selectivity ratings (identified in the graph hover-over by an asterisk). Selectivity for alternative certification programs was determined using non-traditional program ratings from the 2021 Teacher Prep Review. See more here: www.nctq.org/review/standard/Admissions#scoringRubric. ‘Very selective’ represents an A on the Teacher Prep Review Admissions standard or its scoring equivalent, ‘Selective’ a B, ‘Moderately selective’ a C, ‘Less selective’ a D, and ‘Not selective’ an F. Institutions with a C, D, or F were classified as having “lower admissions selectivity.”
Based on input from the American Association of Community Colleges, all community colleges are identified as “Not selective.”
Pass Rates by Socioeconomic Factors
To identify and scale practices from institutions that successfully build a diverse teacher pipeline and support all groups of test takers, sort pass rate data by categories such as the proportion of Pell grant recipients at the institution.
Consider these questions when exploring the data
Pass rates by socioeconomic factors
Some questions can be answered based on data presented here, while others invite further exploration.
- How much variation is there between institutions’ pass rates within the same band of selectivity?
- At which less selective institutions do test takers earn higher pass rates?
- What are the stand-out institutions doing to support their candidates?
Connecticut has one institution with a high proportion of Pell grant recipients and a high pass rate.
Notes
Capitol Region Education Council – Alt-cert had too few test takers to report pass rates.
Proportion of Pell grant recipients refers to all undergraduate students at the institution, and not specifically to test takers.
Standout Institutions
When viewed through these different lenses, some institutions stand out for supporting their test takers in passing licensing tests.
Eastern Connecticut State University
- First-attempt pass rates for test takers of color at this institution exceed the state’s average first-time pass rate.
- The average first-attempt pass rate for test takers of color at this institution on the reading licensure test is 75%, compared with 67% across the state.
- The first-attempt pass rate for test takers of color at this institution (75%) also exceeds the average pass rate for all test takers at the institution (74%).
University of Connecticut
- First-attempt pass rates for test takers of color at this institution exceed the state’s average first-time pass rate.
- The average first-attempt pass rate for test takers of color at this institution on the reading licensure test is 69%, compared with 67% across the state.
University of Saint Joseph
- The institution is both not selective and has more Pell grant recipients (39%) than average, yet exceeds the state’s first-attempt average pass rate.
- The institution’s average first-attempt pass rate on the reading licensure test is 74%, compared with 67% across the state.
Western Connecticut State University
- The institution is moderately selective and exceeds the state’s average first-attempt pass rate.
- The institution’s average first-attempt pass rate on the reading licensure test is 82%, compared with 67% across the state.
- First-attempt pass rates for test takers of color at this institution exceed the state’s average first-time pass rate.
- The average first-attempt pass rate for test takers of color at this institution on the reading licensure test is 100%, compared with 67% across the state.
- The first-attempt pass rate for test takers of color at this institution (100%) also exceeds the average pass rate for all test takers at the institution (82%).
Recommendations
Building a path together
There’s clear evidence about the most effective way to teach young children to read. State education agencies, teacher preparation programs, school districts, and testing companies each have a role to play to ensure that what’s taught in elementary classrooms, what’s expected in teacher prep coursework, and what’s assessed on licensure tests all align with scientifically based reading instruction.
Teacher preparation programs:
- Require coursework that prepares teachers to provide explicit, systematic instruction in the components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
- Review and act on licensure test pass rate data to monitor program effectiveness and to inform improvements.
- Use diagnostic testing to identify candidates’ strengths and weaknesses and support them accordingly.
- Support candidates with financial need in successfully taking and retaking licensure tests.
States:
- Use a valid and reliable early reading licensure test that measures the five components of reading instruction. Ensure the test does not include practices that are not aligned to the science of reading.
- Set the minimum score needed to pass the licensure test at the score that has been recommended by reading practitioners and test development experts. The recommended cut score, or minimum score needed to pass, reflects what teachers need to know to be minimally qualified as a beginning teacher. When states do not share whether the cut score in use aligns with the recommended cut score, the public lacks insight into whether passing the test ensures teachers are minimally qualified.
- Improve access to and use of teacher licensure test pass rate data.
- Make sure that the state’s data needs are reflected in agreements made with licensure test companies.
Testing companies:
- Always provide first-attempt and best-attempt pass rate data and data on the number of attempts for all test takers at the institution level to state education agencies and preparation programs.
- Work with states to ensure that there are provisions in place to mitigate bias in testing.
- Strengthen data collection to provide more accurate program-level data.
This data is a powerful tool for change. Low pass rates should not be hidden, but brought to light. Facing these challenges is how we build a teacher workforce ready and able to close opportunity gaps and help all students learn to read.
Literacy is a fundamental student right and serves as the gateway to opportunity and equity in our nation. Preparation programs, with support from their state education agencies and testing companies, are in a prime position to equip aspiring teachers with the knowledge they need to close gaps in literacy. With better data, states and programs can better direct their resources to support candidates in achieving success and in turn, ensure students learn to read.
Access the detailed recommendations here.
Download the full data set for this state.