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Article
Highly Qualified Minority Teachers: Do High-Stakes Teacher Tests Weed Out Those We Need Most?
International Journal of Educational Policy, Research & Practice
  • Julie Esparza Brown, Portland State University
Document Type
Article
Publication Date
1-1-2005
Abstract
The purpose of this paper is to examine the use of standardized teacher tests as demonstration of licensure competencies for diverse candidates in Oregon and nationally. The following four areas and their accompanying questions guide the development of this paper: (1) Why would a diverse teacher workforce help close the achievement gap?; (2) What are the barriers that exist to meeting the need for diverse educators?; (3) What type of research will be needed to validate alternative assessments as viable options?; and (4) What qualities in leaders produce policies for equity? At the conclusion of this paper, the author provides a compelling example of a bilingual/bicultural teacher that successfully followed an alternative assessment option available in Oregon to linguistic minority teacher candidates whose current students are not only succeeding academically but are outperforming their peers.
Description

This paper was published in The International Journal of Educational Policy Research and Practice and is made available as an electronic reprint with the permission of Caddo Gap Press. The paper can be found at the following URL on the Caddo Gap website: http://www.caddogap.com. Systematic or multiple reproduction or distribution to multiple locations via electronic or other means is prohibited and is subject to penalties under law.

Persistent Identifier
http://archives.pdx.edu/ds/psu/10943
Citation Information
Brown, J. (2005). Highly Qualified Minority Teachers: Do High-Stakes Teacher Tests Weed out Those We Need Most?. International Journal Of Educational Policy, Research, And Practice: Reconceptualizing Childhood Studies, 6(1), 105-137.