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Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores

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Title: Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores
Language: English
Authors: Shah, Lisa (ORCID 0000-0001-8700-0924), Hao, Jie, Schneider, Jeremy, Fallin, Rebekah, Cortes, Kimberly Linenberger, Ray, Herman E., Rushton, Gregory T. (ORCID 0000-0002-8687-132X)
Source: Journal of Chemical Education. May 2018 95(5):700-708.
Availability: Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 9
Publication Date: 2018
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DUE1557285
DUE1557292
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Science Teachers, Science Instruction, Chemistry, Introductory Courses, STEM Education, Praxis, Pedagogical Content Knowledge, Teacher Evaluation, Demography, Longitudinal Studies, Teacher Effectiveness, Teacher Characteristics, Test Items, Item Analysis, Regression (Statistics), Cutting Scores, Gender Differences, Grade Point Average, Preservice Teachers, Racial Differences, Undergraduate Students, Majors (Students), Correlation, Geographic Location, Science Tests
DOI: 10.1021/acs.jchemed.7b00837
ISSN: 0021-9584
Abstract: Teachers play a critical role in the preparation of future science, technology, engineering, and mathematics majors and professionals. What teachers know about their discipline (i.e., content knowledge) has been identified as an important aspect of instructional effectiveness; however, studies have not yet assessed the content knowledge of aspiring chemistry teachers in the United States. The Praxis Chemistry Subject Assessment is the most nationally representative measure of teacher content knowledge, used in 39 U.S. states in the past decade. In the presented study, we report findings concerning (i) the demographics of Praxis Chemistry Subject Assessment examinees (i.e., prospective chemistry teachers); and (ii) the longitudinal trends in exam performance across several demographic test-taker characteristics. These findings reveal substantial differences in performance and pass rates among examinees of different genders, races/ethnicities, undergraduate majors, undergraduate GPAs, and geographic locales in which they intend to teach. We establish potential leaks in the teacher pipeline that may impact the quality and diversity of chemistry teachers in the United States and suggest ways to improve the chemistry teaching workforce.
Abstractor: As Provided
Number of References: 34
Entry Date: 2018
Accession Number: EJ1178632
Database: ERIC
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  Data: Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores
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  Data: <searchLink fieldCode="AR" term="%22Shah%2C+Lisa%22">Shah, Lisa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8700-0924">0000-0001-8700-0924</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hao%2C+Jie%22">Hao, Jie</searchLink><br /><searchLink fieldCode="AR" term="%22Schneider%2C+Jeremy%22">Schneider, Jeremy</searchLink><br /><searchLink fieldCode="AR" term="%22Fallin%2C+Rebekah%22">Fallin, Rebekah</searchLink><br /><searchLink fieldCode="AR" term="%22Cortes%2C+Kimberly+Linenberger%22">Cortes, Kimberly Linenberger</searchLink><br /><searchLink fieldCode="AR" term="%22Ray%2C+Herman+E%2E%22">Ray, Herman E.</searchLink><br /><searchLink fieldCode="AR" term="%22Rushton%2C+Gregory+T%2E%22">Rushton, Gregory T.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8687-132X">0000-0002-8687-132X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. May 2018 95(5):700-708.
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  Data: Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: 10.1021/acs.jchemed.7b00837
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  Data: Teachers play a critical role in the preparation of future science, technology, engineering, and mathematics majors and professionals. What teachers know about their discipline (i.e., content knowledge) has been identified as an important aspect of instructional effectiveness; however, studies have not yet assessed the content knowledge of aspiring chemistry teachers in the United States. The Praxis Chemistry Subject Assessment is the most nationally representative measure of teacher content knowledge, used in 39 U.S. states in the past decade. In the presented study, we report findings concerning (i) the demographics of Praxis Chemistry Subject Assessment examinees (i.e., prospective chemistry teachers); and (ii) the longitudinal trends in exam performance across several demographic test-taker characteristics. These findings reveal substantial differences in performance and pass rates among examinees of different genders, races/ethnicities, undergraduate majors, undergraduate GPAs, and geographic locales in which they intend to teach. We establish potential leaks in the teacher pipeline that may impact the quality and diversity of chemistry teachers in the United States and suggest ways to improve the chemistry teaching workforce.
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