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New Jersey

Learning from institutional pass rates on elementary teacher licensure tests

Contents
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Overview

Every child has the right to learn to read.

Children’s ability to read determines all later learning and career opportunities. If children are not reading by 4th grade, they are four times less likely to graduate from high school.

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.

33% of 4th grade children in New Jersey have not yet learned how to read.

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 New Jersey, students of color and students living in poverty read at lower rates of proficiency compared to their white and more affluent peers. While 76% of white students read at a level at or above basic on NAEP’s 2022 reading assessment, that is true for only 50% of Black students and 54% of Hispanic students; similarly, 79% of students who do not qualify for the National School Lunch Program read at or above a basic level, compared with 47% 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, none of the 10 educator preparation programs in New Jersey that NCTQ reviewed in the 2023 Teacher Prep Review provide aspiring teachers with adequate coursework in the science of reading.

Group 7

None of the 10 programs that NCTQ reviewed in New Jersey require instruction in the science of reading, meaning that NCTQ's review found that no program addressed the five core components of reading in coursework

The Opportunity

New Jersey is missing an opportunity to use a readily available tool to tackle alarmingly high rates of illiteracy.

A great tool to help address high rates of illiteracy is the adoption of a strong licensure test system in reading instruction. These tests can help states and their educator preparation programs track progress on delivering well-prepared teachers in reading. Strong reading licensure tests adequately address the five core components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension), include little to no content contrary to research-based practices, and assess reading (or reading and English language arts) as a standalone subject, without including other subjects in the test or subtest.

While the state’s testing system offers useful insights, it is less robust than it could be.

Data from the state’s reading licensure test shows 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 New Jersey

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.

  1. How much variation is there between institutions’ pass rates?
  2. Which institutions have higher pass rates and which have lower ones?
  3. At which institutions do test takers struggle to pass even after their best attempt?
  4. What are the stand-out institutions doing to support their candidates?

The average best-attempt pass rate in New Jersey is 94%, with institutions ranging from 80% 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 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.

Best-attempt pass rates by institution on the reading licensure test

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Notes

Pillar College had too few test takers to report pass rates.

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.

  1. How much variation is there between the institutions with the highest and lowest first-time pass rate?
  2. Which institutions have higher pass rates and which have lower ones? 
  3. At institutions where test takers have lower first-time pass rates, what could the institutions do to foster greater success?
  4. What are the stand-out institutions doing to support their candidates?

In New Jersey, 74% 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.

First-attempt pass rates by institution on the reading licensure test

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Notes

Pillar College had too few test takers 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.

  1. How many aspiring teachers does my state lose each year after they fail their licensure test?
  2. How are institutions with lower “walk-away rates” better supporting their candidates?
  3. Who stops attempting the test after failing the first time? How can those test takers be better supported?

The state and its testing company were not able to provide data necessary to calculate walk-away rates.

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.

To calculate walk-away rates, the state will need data on how many people took the test the first time in the relevant time period, how many passed, and how many people did not pass but either retook or did not retake the test. To date, the state has not been able to provide this data.

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.

  1. What supports do test takers need if they’re retaking the test multiple times?
  2. What can institutions do to help test takers succeed with fewer retakes?

 

10% of test takers in New Jersey 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.

Percent attempting the state’s reading test 3 or more times

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Notes

Pillar College 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.

  1. Which institutions have higher pass rates for test takers of color?
  2. 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?
  3. At which institutions could greater supports for test takers of color help to bring more teachers of color into the workforce?

New Jersey’s institutions vary widely in first-attempt and best-attempt pass rates for test takers of color.

First-attempt and best-attempt pass rates on the reading licensure test for test takers of color

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Notes

Pillar College and Saint Elizabeth University had too few test takers of color to report pass rates.

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.

  1. Which institutions have the most test takers of color?
  2. Which institutions have large numbers of test takers of color who do not pass the test?
  3. What additional supports can these institutions provide to help more aspiring teachers of color pass the licensure test?

At most institutions in New Jersey, nearly all aspiring teachers of color pass after one or more attempts.

Number of aspiring teachers of color who pass and fail test based on best attempt

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Notes

Pillar College and Saint Elizabeth University had too few test takers of color to report pass rates.

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.

  1. In institutions with the same level of selectivity, how much do pass rates vary?
  2. At institutions that are less selective, where do test takers earn higher pass rates? 
  3. What are the stand-out institutions doing to support their aspiring teachers?

New Jersey has several institutions with lower levels of selectivity and high pass rates.

Institutions’ first-time pass rates on the reading licensure test, by selectivity

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Notes

Pillar College 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.

  1. How much variation is there between institutions’ pass rates within the same band of selectivity?
  2. At which less selective institutions do test takers earn higher pass rates? 
  3. What are the stand-out institutions doing to support their candidates?

New Jersey has several institutions with a high proportion of Pell grant recipients and high pass rates.

Institutions’ first-time pass rates on the reading licensure test, by percent of Pell grant recipients

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Notes

Pillar College 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.

Bloomfield College

  • 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 83%, compared with 74% across the state.
  • The first-attempt pass rate for test takers of color at this institution (83%) also exceeds the average pass rate for all test takers at the institution (64%).

Centenary University

  • The institution is both moderately selective and has more Pell grant recipients (37%) than average, yet still slightly exceeds the state’s average first-attempt pass rate.
  • The institution’s average first-attempt pass rate on the reading licensure test is 74.3%, compared with 74.2% 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 88%, compared with 74% across the state.
  • The first-attempt pass rate for test takers of color at this institution (88%) also exceeds the average pass rate for all test takers at the institution (74%).

Drew 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 80%, compared with 74% across the state.
  • The first-attempt pass rate for test takers of color at this institution (80%) also exceeds the average pass rate for all test takers at the institution (71%).

Essex County Provisional Teacher Training Program (Title 2 only) - Alt-cert

  • 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 80%, compared with 74% 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 80%, compared with 74% across the state.
  • The first-attempt pass rate for test takers of color at this institution matches the average pass rate for all test takers at the institution, at 80%.

Montclair State University

  • The institution is both less selective and has more Pell grant recipients (44%) than average, yet exceeds the state’s average first-attempt pass rate.
  • The institution’s average first-attempt pass rate on the reading licensure test is 78%, compared with 74% across the state.

Rutgers University-New Brunswick

  • 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 81%, compared with 74% across the state.

Rutgers University-Camden

  • The institution is both moderately selective and has more Pell grant recipients (47%) than average, yet exceeds the state’s average first-attempt pass rate.
  • The institution’s average first-attempt pass rate on the reading licensure test is 81%, compared with 74% 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 88%, compared with 74% across the state.
  • The first-attempt pass rate for test takers of color at this institution (88%) also exceeds the average pass rate for all test takers at the institution (81%).

Saint Elizabeth University

  • The institution is both moderately selective and has more Pell grant recipients (54%) than average, yet exceeds the state’s average first-attempt pass rate.
  • The institution’s average first-attempt pass rate on the reading licensure test is 79%, compared with 74% across the state.

Seton Hall 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 86%, compared with 74% across the state.
  • The first-attempt pass rate for test takers of color at this institution (86.4%) also slightly exceeds the average pass rate for all test takers at the institution (85.7%).

The College of New Jersey

  • 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 89%, compared with 74% across the state.

Fairleigh Dickinson University - Metropolitan Campus

  • The institution is not 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 79%, compared with 74% across the state.

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:

  1. Require coursework that prepares teachers to provide explicit, systematic instruction in the components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
  2. Review and act on licensure test pass rate data to monitor program effectiveness and to inform improvements.
  3. Use diagnostic testing to identify candidates’ strengths and weaknesses and support them accordingly.
  4. Support candidates with financial need in successfully taking and retaking licensure tests.

States:

  1. 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.
  2. 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.
  3. Improve access to and use of teacher licensure test pass rate data.
  4. Make sure that the state’s data needs are reflected in agreements made with licensure test companies.

Testing companies:

  1. 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.
  2. Work with states to ensure that there are provisions in place to mitigate bias in testing.
  3. 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.