Understanding Inequities in Teaching Performance Assessment Results: The Role of Pathways, Programs, and Supports

• In Event: Critical Analyses of Identity, Belonging, and Racialized Educational Outcomes

Abstract

Teaching performance assessments (TPAs) evaluate the skills of teaching candidates through observation of practice. Proponents argue that TPAs are useful formative tools for candidate improvement as well as predictive of candidates’ later teaching effectiveness. However, critics question whether TPAs introduce barriers to diversifying the teacher workforce. For example, Georgia and Washington State dropped their TPA requirement partially over concerns of racial bias and inequities. This research study investigates the relationship between preparation experiences and TPA performance, with particular attention to identifying and explaining racial and ethnic disparities in TPA outcomes. We use statewide data from California to critically examine how characteristics such as program type, clinical placement, mentorship access, and demographic background are associated with candidates’ performance on the edTPA.

Authors

• Susan Kemper Patrick, Learning Policy Institute

• Lillie Ko-Wong, University of California - San Diego