By Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)
It’s an insidious message embedded in the American psyche: Those who can’t, teach. For years, report after report has banged the drum for raising admission standards into teacher preparation programs, citing international comparisons and championing cost-prohibitive recruitment policies.
In reality, the talent pool now entering teacher preparation programs is rich. Our programs are, in fact, attracting their share of high achievers—defined by any number of criteria.
One popular (if unreliable) measure of academic ability, SAT and ACT scores, has been trending upward among novice teachers in public schools. A recent study out of Stanford University finds that new teachers in 2008 had a wide range of SAT results, evenly spanning the bottom, middle, and top third of scores. This distribution reflects a change from scores reported in 1993 and 2000, when very few new teachers came from the top third. A similar study looked at new teachers in New York State and found a significant increase in teachers from the top third of SAT scores from 1999 to 2010.
Academic ability alone, of course, does not make anyone a good teacher, nor is it meaningfully reflected in SAT scores ...