![]() 9 This requirement is well below the 3.24 average GPA of the students who are actually admitted into teacher preparation programs, 10 demonstrating that programs are not adopting rigorous selection processes. In 2013, the average minimum GPA requirement for entrance into such a program offering a bachelor’s degree in education was 2.6. Traditionally, prospective teachers apply to teacher preparation programs during their second year of college, similar to declaring a major. 8Ĭurrently, America’s teaching profession is not selective enough. High-performing countries vary in the extent to which they utilize these various selectivity measurements, but what they have in common is that they use one or more of them to set the standard that makes teaching a selective profession. 7 A program can be selective in many ways: It can admit only a small number of candidates it can set a high bar for admission or it can include qualitative or performance-based assessments of a candidate’s knowledge and skills. High-performing countries tend to have more rigorous selection processes for admission into teacher preparation programs compared with the processes in the United States. This focus starts at the very beginning of teachers’ careers with their admittance into teacher preparation programs. What all of these countries have in common is an intense focus on the quality of the teacher workforce, which in turn positively influences student achievement. 5 Countries such as Canada are high-performing due in part to their focus on teacher quality countries such as Poland have improved their scores by focusing on the quality of the teacher workforce, which in turn influences the quality of instruction that students experience in the classroom. 4 Many countries-such as Canada, Finland, Japan, Singapore, and South Korea-have outperformed the United States on the assessment for years, while others-including Poland and Germany-have caught up to and surpassed the United States’ scores more recently. On the 2015 Program for International Student Assessment-an international study of 15-year-old students’ knowledge and skills-the United States placed 35th in mathematics, 24th in reading, and 25th in science. teaching profession have grown more numerous in recent years, in part because of the nation’s middling results compared with other educational systems around the world. ![]() Simultaneously, calls for raising the bar for entry into the U.S. 2 Efforts to increase teacher diversity have led to marginal increases in the percentage of teachers of color-from 12 percent to 17 percent from 1987 through 2012-but this positive statistic obscures other troubling facts, such as the decline in the percentage of African American teachers in many large urban districts and the lower retention rates for teachers of color across the country. In most states, there is a large and growing gap between the percentage of students of color 1 and the percentage of teachers of color. The teaching profession is not as racially diverse as it needs to be. For the past three decades, two concerns have dominated the national conversation about the teaching workforce: diversity and talent.
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