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BUDDIN  \nWR-334-EDU  \nDecember 2005  \nPrepared for the United States Department of Education,  \nInstitute of Education Sciences  \nThis product is part of the RAND Education working paper series.  \nRAND working papers are intended to share researchers’ latest findingsand to solicit informal peer review.  \nThey have been approved for circulation by RAND Education but have not been formally edited or peer reviewed. Unless otherwise indicated, working papers can be quoted and cited without permission of the author, provided the source is clearly referred to as a working paper.  \nRAND’s publications do not necessarily reflect the opinions of its research clients and sponsors.  \n is a registered trademark.  \nii  \nPREFACE  \nThis paper is part ofa larger research project “Teacher Licensure Tests and Student Achievement” that is sponsored by the Institute of Education Sciences in the United States Department of Education. The ultimate goal of the project is to assess how the performance of teachers on state licensure tests affects the classroom effectiveness of individual teachers as measured by the student achievement gains of their students. This paper reviews the literature on teacher licensure exams and assesses evidence for the validity of the subject matter, reading pedagogy, and general knowledge tests that are administered to California teacher candidates as part of state licensure procedures. The document should be of interest to education researchers and policymakers, especially those concerned with teacher quality issues.  \niv  \nACKNOWLEDGMENTS  \nThe authors are grateful to Mark McLean and Amy Jackson of the California Commission on Teacher Credentialing for their assistance in obtaining information on California teacher licensure exams. Michelle Cho and Claire Xia ofRAND provided assistance in collecting information and in reviewing previous literature on teacher quality. Laura Hamilton and Felipe Martinez from RAND provided thoughtful technical reviews of earlier versions of this paper. Finally, we are grateful to Harold Himmelfarb of the Institute of Education Sciences at the United States Department of Education for his support of the research.  \nvi  \nI. INTRODUCTION  \nThe landmark 1966 report Equality of Educational Opportunity (Coleman et al., 1966) suggested that “schools bring little influence to bear upon a child’s achievement that is independent of his background and general social context”(Coleman et al., 1966, p. 325) . This conclusion has since been hotly contested, and numerous studies have attempted to identify which schoolrelated factors influence student achievement (see Hanushek, 1986 for a comprehensive review, and Hedges, Laine, and Greenwald, 1994 for a re-analysis ofthe Hanushek data) . Teacher quality has been the focus of many of these studies, and in recent years, has received even greater attention as states have introduced new standards for student learning. In the last decade, more than 25 states have enacted legislation to improve various aspects of teacher quality, including recruitment, education, certification, and professional development (DarlingHammond, 1997) .  \nThe recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act of 2001 (NCLB), has pushed teacher quality to the forefront of national education reform. To achieve its goals for improved school outcomes, NCLB requires a “highly qualified teacher” in all classrooms and public reporting of teacher qualifications. Although states have been given broad discretion in determining what constitutes a highly qualified teacher, NCLB mandates that teachers attain a bachelors degree, demonstrate subject-specific knowledge, and meet state licensure or certification requirements. In many states, teachers can partially meet the“highly qualified” definition by passing a set oflicensure exams (","cbCaikB1QLdg97RN","https://ap.wps.com/l/cbCaikB1QLdg97RN","pdf",121344,31,"English","# Preface\n# Acknowledgments\n# Introduction\n## Teacher quality and education reform\n## Validity framework for licensure testing\n## Purpose and scope of the study","[{\"question\":\"What does the paper mean by validity for teacher licensure exams?\",\"answer\":\"Validity refers to the extent to which test scores provide accurate information to support the decisions made from those scores, especially in high-stakes licensing contexts.\"},{\"question\":\"Which areas of California licensure exams does the study evaluate?\",\"answer\":\"It assesses validity evidence for subject matter, reading pedagogy, and general knowledge tests administered to California teacher candidates.\"},{\"question\":\"What evidence sources does the paper focus on?\",\"answer\":\"The paper focuses on whether the tests measure skills and knowledge deemed essential for entry-level teachers and on the defensibility of the process used to determine cut scores.\"}]","Examining the Validity Evidence for California Teacher Licensure Exams - Working Paper | PDF",78]