Predictors Of Teacher Candidates' Success On The Praxis I: Academic Skills Assessment: The Correlation Between The Scholastic Achievment Test (Sat), High School Grade Point Average (Hsgpa), And The Praxis I: Pre-Professioinal Skills Test (Ppst)
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Type of WorkText
DepartmentAdvanced Studies, Leadership, and Policy
ProgramDoctor of Education
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The purpose of this study was to examine the correlations among SAT, HSGPS, and the Praxis Pre-Professional Skills Test (PPST) scores of African American teacher candidates at an HBCU; and whether future performance on The Praxis I: Academic Skills Assessment could be determined from SAT and HSGPA scores. This study utilized the data from the Pre-Professional Skills Test Scores (PPST) administered to HBCU students enrolled in an HBCU Foundations of Education course in academic year 2004-2005. The sample consisted of a total of 94 teacher education candidates in the Foundations of Education and Teaching course. 92 were African American and 2 were White. Of that number 78% were female and 24% were male. Two stages of data collection were operational during this study. The initial data collection began with securing data from the proxy, the Pre-Professional Skills Test (PPST), administered to students enrolled in the Foundations of Education and Teaching course during the 2004-2005 academic year. The second stage involved extracting Grade Point Averages (GPA) and students' numerical performance on the Scholastic Achievement Test (SAT) from University admissions' records. Descriptive statistics, such as percentages, means, and standard deviations were computed for the key study variables. The Pearson Correlation Coefficient was used to determine statistically significant linear relationships between the independent variables (SAT and HSGPA) and the dependent variable (PPST). Multiple regression and Analysis of Variance (ANOVA) were used to test the significance, strength, and direction of more than one independent variable on the dependent variable while controlling for the other independent variables. Regression analysis reveals a statistically significant relationship between SAT-verbal, SAT-writing, and SAT-mathematics scores and the PPST-reading, PPST-writing, and PPST-mathematics scores of teacher education candidates at one HBCU. The results of the Pearson Correlation identify the strongest relationship between the variables of PPST-mathematics and SAT- mathematics (r = .54). The weakest relationship is between PPST-mathematics and SAT-verbal (r = 19).