Teacher Candidate Quality and Urban Children's Gains in a Reading Intervention Program

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Abstract

This research investigated teacher candidates’ college admissions test scores, licensure test scores, GPAs, and practicum grades and the reading gains that their urban elementary school students made given a 10-week, twice weekly after-school reading intervention program offered in a university literacy center. The results revealed that teacher candidates’ college admissions test scores, Foundations of Reading Test scores (total score and one subarea score), and practicum grades were significantly correlated with children’s gains. Comparative analyses revealed that students of teacher candidates with Praxis Core scores, Foundations of Reading Test scores, and course grades that were at or above the 50th percentile outgained their peers taught by teacher candidates with lower scores.

Authors

• Kathleen F. Clark, Marquette University

• Karen S. Evans, Marquette University