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This study analyzes 3,017 teacher education applicants to test whether experience profile scores and CASPer z scores identify the same strong candidates and to assess each criterion’s contribution. Results show all variables significantly predict admission status, but agreement between metrics is poor. CASPer better captures non-cognitive factors and flags candidates more likely to struggle, informing a more just and equitable admissions system.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reimagining-admissions-to-realize-equity-in-teacher-education-programs/588341/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reimagining-admissions-to-realize-equity-in-teacher-education-programs/588341.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"The study examines whether two admissions metrics identify the same strong teacher candidates and how each criterion contributes to admission decisions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which admissions metrics are compared?",{"text":117,"@type":113},"Internally developed experience profile scores are compared with CASPer, an online open-response situational judgement test.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about agreement between the two metrics?",{"text":121,"@type":113},"The two metrics show poor agreement, even though all variables are unique and significant predictors of admission status.",{"name":123,"@type":110,"acceptedAnswer":124},"How does CASPer influence the admissions process reimagining?",{"text":125,"@type":113},"CASPer addresses non-cognitive metrics and identifies candidates more likely to struggle, supporting the creation of a more just and equitable admissions system.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},588341,1792700932,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Reimagining Admissions to Realize Equity in Teacher Education Programs  \nKathyrn Hibbert Western University  \nDeanna Friesen Western University  \nRebecca Cole  \nWestern University  \nMary Ott  \nYork University  \nJanelle Rouse  \nIndependent Researcher  \nRobyn Michaud Conestoga College  \nYi Chen  \nWestern University  \nKevin Hobbs  \nWestern University  \nAbstract  \nFaculties of Education make important decisions about who our next generation of teachers will be. While universities have been making declarations of commitment to equity, diversity, and inclusion (EDI)  \nprinciples, there is little alignment between their stated goals and their  \nadmissions practices. This study examined the relationship between  \ntwo metrics intended to identify strong teacher candidates (i.e.,  \nexperience profile scores and Computer-Based Assessment for  \nSampling Personal Characteristics (CASPer) z scores) to determine  \nwhether they identify the same candidates. The second goal was to  \nexamine the relative contributions of our admission criteria to our  \ndecision-making process. Data from 3017 teacher education applicants  \nwere analyzed. All variables were unique and significant predictors of  \nadmission status. Poor agreement was observed between the two  \nadmission metrics. However, the CASPer data addressed non-cognitive  \nmetrics and identified who was more likely to struggle in the program.  \nWe used this data to reimagine our admissions process, creating a more  \njust and equitable system.  \nPurpose  \nEducation plays a critical role in ensuring that students, especially those from historically marginalized communities, feel safe, included, and represented in school (Burke & Whitty, 2018 ; Keane et al., 2023) . One way to achieve these goals is to admit teachers who are representative of the diversity in their classrooms and who hold the dispositions of habit, heart, and mind key to fostering positive relationships with students and families. Universities in Canada, including our own, have not kept pace with the need to track, monitor, and review their practices. In Canada, weare at a critical moment of reckoning with our past, our cultural implicit biases, and our need toredress structural and systemic inequities (Jewell & Mosby, 2021) . While universities have been making declarations of commitment to equity, diversity and inclusion (EDI) principles, there is too often little alignment between their stated goals and their admissions practices (Deluca, 2012; Holden & Kitchen, 2019; MacMath et al., 2023) . Research focused on bringing those goals together with admission practices has been consistently called for in the literature (Casey & Childs, 2007; Thomson et al., 2011), reflecting global trends (Darling-Hammond & Oakes, 2021; Department for Education, 2021; UNESCO, 2024) . In teacher education, as Childs et al. (2011) noted, we must “consider both equity for the applicants (that is, equity in admissions to the initial teacher education program) and equity for the children in the schools where the graduating teachers will work (equity through admissions to the teacher education program)”(p. 3) .  \nThis study is situated within a faculty of education program at a mid-sized university in Southwestern Ontario, Canada, which enrolls approximately 700 students in its two-year Initial Teacher Education program. In 2019, the Teacher Education program introduced annual programmatic research to inform decision-making. The research team comprises administrative staff, students, and instructors from the program, representing the diversity of lived experiencesand perspectives that we aim to serve through this work. This study examined the relationship between two metrics intended to identify strong teacher candidates:  \n• internally developed, and long-used experience profiles;  \n• An online, open-response situational judgement test (CASPer)  \nThe first goal was to study whether the two metrics identified the same candidates. The second goal of thi","cbCaij63f8mV4PUW","https://ap.wps.com/l/cbCaij63f8mV4PUW","pdf",131176,15,"English","# Abstract\n## Purpose\n## Theoretical Framework","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study examines whether two admissions metrics identify the same strong teacher candidates and how each criterion contributes to admission decisions.\"},{\"question\":\"Which admissions metrics are compared?\",\"answer\":\"Internally developed experience profile scores are compared with CASPer, an online open-response situational judgement test.\"},{\"question\":\"What do the results suggest about agreement between the two metrics?\",\"answer\":\"The two metrics show poor agreement, even though all variables are unique and significant predictors of admission status.\"},{\"question\":\"How does CASPer influence the admissions process reimagining?\",\"answer\":\"CASPer addresses non-cognitive metrics and identifies candidates more likely to struggle, supporting the creation of a more just and equitable admissions system.\"}]","Reimagining Admissions to Realize Equity in Teacher Education Programs | PDF",1792065046,38]