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An Examination of Licensure Test Objectives for Early-Grade Educators
Sat, April 23, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), San Diego Convention Center, Exhibit Hall BAbstract
This study examined the extent to which licensure tests that states require for educators in the early grades (PreK-3) address essential features of early instruction. Using content analysis, we examined how frequently states’ early childhood education (ECE) and elementary education (ELED) licensure test objectives referred to the following nine essential ECE terms: development, relationships, family, community, adversity, self-regulation, play, exceptionality, and observation. Results indicated that ELED exams placed less emphasis than ECE exams on all nine features. Further, ELED objectives in more than half the states in the nation did not assess knowledge of observation, play, relationships, self-regulation, or adversity. There were also gaps in ECE testing: more than 10 states did not refer to play, observation, self-regulation, or adversity.