Date of Award
Doctor of Education (EdD)
Dr. Wendy Ellis
The purpose of this dissertation was to examine the effect of varying pathways to educator licensure on licensure exam scores by racial groups. The study was designed to aid in developing state-level policy that could better strengthen and diversify the educator workforce in the state. For the study, Knowles’ adult learning theory provided the core framework of the research. Each of the hypotheses addressed a subtest on the PRAXIS Elementary Education: Multiple Subjects exam. The research was carried out using a 3 x 2 factorial ANOVA casual comparative study. No significant interaction between educator licensure pathway and race was found. Also, the study found no significant main effect for program type or race on any of the four subtests. White test takers did outperform Non-White test takers in most instances, but it was not found to be statistically significant. One limitation that might have affected the results was that this study only examined scores for those who had attained some passing scores and submitted them to the Arkansas Department of Education, Division of Elementary and Secondary Education for probable licensure in some areas. Therefore, scores from all the candidates who took the Praxis and did not pass the exam were not available. Research that includes all scores could indicate racial disparity. Recommendations for further research were centered around expanding the scope of research to better analyze racial groups with more scrutiny. Policy that provides more equitable opportunities and options for licensure should be explored as states continue seeking ways to maintain and diversity their educator workforce.
Copyright held by
Miller, Brent, "Effects of Educator Preparation Programs Versus Alternative Licensure Pathways on Teacher Licensure Exams in Arkansas" (2021). Dissertations. 61.