The Indiana University School of Education has been selected as a lead institution to determine how cut scores can be refined to attract future teachers, with Alexander Cuenca, Associate Professor of Curriculum and Instruction, leading the project.
As a leader in the project, the IU School of Education will collaborate with the Indiana Department of Education and Bartholomew Consolidated School Corporation in Columbus, Indiana, to examine state data and practices and engage in quarterly meetings to inform guidelines and recommendations for setting cut scores for entry into educator preparation programs. Participants will discuss the successes and challenges of their states’ EPP entrance and exit requirements and consider how changes to the system can diversify the teacher workforce while also preparing quality teacher candidates.
The project is part of the American Association of Colleges for Teacher Education’s Consortium for Research-Based and Equitable Assessments (CREA), an initiative funded by the Bill and Melinda Gates Foundation. The initiative will engage 14 states in a study of their state-level tests and qualifying scores for entry into EPPs. The goal of this initiative is to examine the processes and considerations that states use to determine cut scores and how they can be refined to attract, rather than exclude, potential teacher candidates, with the hope of addressing both the national teacher shortage as well as the systematic exclusion of prospective teachers of color. Alexander Cuenca, Associate Professor of Curriculum and Instruction, is leading the project.