Performance Predictors on a Teacher Licensure Exam: Exploring Scores from a Foundations of Reading Test

• In Event: From Certification to Retention: How Pathways and Supports Shape the Teaching Workforce (US, China, and Chile)

Abstract

This study investigated predictors of preservice teachers’ performance on the Foundations of Reading Test (FoRT), an exam used to assess knowledge of reading instruction. A hierarchical regression analysis was conducted with data from 413 teacher candidates to examine how much variance in FoRT scores is explained by (a) general academic indicators, (b) a measure of teaching readiness, and (c) content-specific indicators. The model explained 35.4% of FoRT score variance, with general academic performance accounting for 31.9%. All predictors were significant, except the number of reading courses taken. Findings suggest that FoRT scores may reflect general academic ability more than content-specific preparation. Implications for teacher licensure policy and the role of standardized exams in evaluating teacher quality are discussed.

Authors

• Beverly J. Trezek, University of Wisconsin - Madison

• Kimber L. Wilkerson, University of Wisconsin - Madison