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Characteristics of Minority NTE Test-Takers NTE

Coley, Richard J.; Goertz, Margaret E.
Publication Year:
Report Number:
ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
Individual Characteristics, Minority Groups, National Teacher Examinations (NTE), NTE Core Battery, Student Characteristics, Teacher Characteristics


The purpose of the study was to (1) collect information on the backgrounds, education, and career plans of minority NTE test takers; and (2) to determine whether successful and unsuccessful test takers differed on these characteristics. High scoring Black candidates were more likely to come from families with higher socioeconomic status than low scorers and to have been in the top quarter of their high school graduating classes. Hispanic high scorers were more likely not to be fluent in languages other than English, to have parents with higher education levels, to have mothers who were more likely to work and to work in skilled or professional occupations, and to have a higher high school rank. Both Black and Hispanic male test takers were more likely to be high scorers than their female counterparts. High scorers tended to have advanced degrees, to have higher grade-point averages, and to have undergraduate majors or minors other than education. Among candidates who were in undergraduate education programs, secondary education majors scored higher than early childhood education majors. At the graduate level, high scorers were somewhat more likely to be enrolled in a teacher education program. High scorers were less likely than low scorers to plan on making teaching their career, but were more interested in teaching in low-income urban or suburban communities. Finally, high scorers were more likely to seek certification in secondary education than low scorers. (80pp.)

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