KEY FINDINGS:
Studies mostly show weak positive associations
between scores on academic tests, such as the
ACT and SAT, and teaching effectiveness levels.
Possessing content knowledge, especially in math
and science, has a small but positive effect on
teaching effectiveness. More research is needed
to determine the impact of pedagogy in predicting
teaching effectiveness.
The quality of field experiences could improve
teaching effectiveness of early-career teachers.
Additionally, high-quality mentoring can enhance
student teaching experiences.
There is no strong correlation between
performance on licensure tests, such as Praxis, and
teaching effectiveness. Efforts to raise licensure cut
scores may disproportionately impact teaching
candidates of color.
It is still too early to tell whether performance
assessments can predict teaching effectiveness,
but preliminary results are encouraging.
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