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NEA Communications 202 822-7200

FOR IMMEDIATE RELEASE
May 12, 1999

Statement of Bob Chase
President, National Education Association
On ETS/ACT Report
The Academic Quality of Prospective Teachers

It has become the biggest hoax since the Loch Ness Monster that teachers are low scorers on standardized tests. We applaud ETS and ACT for joining forces and putting an end to this myth. The report released today confirms that SAT and ACT scores and college grade point averages for prospective teachers seeking certification are as high, if not higher than, their college peers. This remains constant even in high-need areas such as mathematics and science.

"The Academic Quality of Prospective Teachers: The Impact of Admissions and Licensure Testing" examines the qualifications of new teachers and their performance on licensing exams and finds what we've known all along: America's teachers are current in their knowledge and competent in their skills.

The study also shines a light on another common misconception. As the report's authors illustrate, teacher licensing is only part of the equation in the national quest for better teachers. The report presents some challenges for how we continue to recruit a high-quality and diverse teaching force. NEA is working to increase the supply of teachers through targeted recruitment that preserves teacher quality and improves diversity. To prepare the next generation of teachers, we must also focus on better pay, mentors for new teachers and more opportunities for professional development for all teachers.

Most importantly, the report validates the notion that "Those who can, teach" by documenting the success of teacher candidates from institutions accredited by the National Council for Accreditation of Teacher Education (NCATE), which NEA has long supported and endorsed. NCATE graduates consistently perform better on teaching licensing exams when measured against graduates from unaccredited schools. With an emphasis on pre-teaching performance and quality, NCATE is ensuring a quality teacher in every classroom by first ensuring quality candidates enter the profession.

Every child deserves a quality education delivered by a qualified teacher. The findings unveiled in this report prove we are moving steadily toward meeting this goal.