The purpose of this study is to examine the relationship between teacher candidate performance on the Praxis I: Pre-Professional Skills test and select Praxis II: Subject-Area Assessments. Praxis I is a set of three basic skills tests in reading, writing, and mathematics most often used as an admissions tests for teacher education programs. Praxis II is a battery of tests used to assess adequate content knowledge for program exit and for obtaining a license for beginning practice. This research focuses on teacher supply and quality in New Jersey, as demonstrated by teacher candidate performance on Praxis I and Praxis II and explores two hypotheses—whether these tests are a useful screening tool for determining which students do not have the necessary basic skills for pursuing teacher education studies, or if they are a barrier against recruitment of potentially good teacher candidates, especially candidates of color.
","abstract_html":"<p>The purpose of this study is to examine the relationship between teacher candidate performance on the <em>Praxis I: Pre-Professional Skills </em>test and select <em>Praxis II: Subject-Area Assessments.</em> <em>Praxis I</em> is a set of three basic skills tests in reading, writing, and mathematics most often used as an admissions tests for teacher education programs. <em>Praxis II</em> is a battery of tests used to assess adequate content knowledge for program exit and for obtaining a license for beginning practice. This research focuses on teacher supply and quality in New Jersey, as demonstrated by teacher candidate performance on <em>Praxis I</em> and <em>Praxis II</em> and explores two hypotheses—whether these tests are a useful screening tool for determining which students do not have the necessary basic skills for pursuing teacher education studies, or if they are a barrier against recruitment of potentially good teacher candidates, especially candidates of color.</p>","abstract_has_math":false,"creators":["Owens-Oliver, Cathy R."],"institution":null,"degree_name":"EdD Education Leadership, Management and Policy","degree_level":"Dissertation","degree_discipline":"Education Leadership, Management and Policy","degree_department":null,"school":null,"contributors":["Elaine Walker, Ph.D","Daniel Gutmore, Ph.D","Terran Brown, Ph.D","Cory Murphy, Ph.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-03-15T07:00:00Z","date_published":"2014-03-15T07:00:00Z","updated_at":"2026-07-24T04:33:15Z","subjects":["teacher preparation","admissions","highly qualified teacher","teacher licensure","teacher assessments","Praxis","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.shu.edu/dissertations/2214","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elaine Walker, Ph.D","Daniel Gutmore, Ph.D","Terran Brown, Ph.D","Cory Murphy, Ph.D"]},{"key":"dc:creator","label":"Author","values":["Owens-Oliver, Cathy R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-10-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Leadership, Management and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD Education Leadership, Management and Policy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher preparation","admissions","highly qualified teacher","teacher licensure","teacher assessments","Praxis","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.shu.edu/dissertations/2214"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to examine the relationship between teacher candidate performance on the Praxis I: Pre-Professional Skills test and select Praxis II: Subject-Area Assessments. Praxis I is a set of three basic skills tests in reading, writing, and mathematics most often used as an admissions tests for teacher education programs. Praxis II is a battery of tests used to assess adequate content knowledge for program exit and for obtaining a license for beginning practice. This research focuses on teacher supply and quality in New Jersey, as demonstrated by teacher candidate performance on Praxis I and Praxis II and explores two hypotheses—whether these tests are a useful screening tool for determining which students do not have the necessary basic skills for pursuing teacher education studies, or if they are a barrier against recruitment of potentially good teacher candidates, especially candidates of color.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Teacher Candidates' Performance on Praxis I and Praxis II in New Jersey"]}]}],"canonical_facts":{"dc:contributor":["Elaine Walker, Ph.D","Daniel Gutmore, Ph.D","Terran Brown, Ph.D","Cory Murphy, Ph.D"],"dc:creator":["Owens-Oliver, Cathy R."],"dc:date.available":["2016-10-28T07:00:00Z"],"dc:description.abstract":["The purpose of this study is to examine the relationship between teacher candidate performance on the Praxis I: Pre-Professional Skills test and select Praxis II: Subject-Area Assessments. Praxis I is a set of three basic skills tests in reading, writing, and mathematics most often used as an admissions tests for teacher education programs. Praxis II is a battery of tests used to assess adequate content knowledge for program exit and for obtaining a license for beginning practice. This research focuses on teacher supply and quality in New Jersey, as demonstrated by teacher candidate performance on Praxis I and Praxis II and explores two hypotheses—whether these tests are a useful screening tool for determining which students do not have the necessary basic skills for pursuing teacher education studies, or if they are a barrier against recruitment of potentially good teacher candidates, especially candidates of color.
"],"dc:identifier":["https://scholarship.shu.edu/dissertations/2214"],"dc:subject":["teacher preparation","admissions","highly qualified teacher","teacher licensure","teacher assessments","Praxis","Educational Assessment, Evaluation, and Research"],"dc:title":["The Relationship Between Teacher Candidates' Performance on Praxis I and Praxis II in New Jersey"],"thesis:degree_discipline":["Education Leadership, Management and Policy"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["EdD Education Leadership, Management and Policy"]},"updated_at":"2026-07-24T04:33:15Z"}