Licensure Tests and Teacher Supply in Connecticut

Authors: Alexis Orellana and Marcus A. Winters

Project Summary

Traditional entry into the public-school teacher workforce requires individuals to pass at least one standardized test demonstrating their mastery of a particular subject and/or grade-level content area. Amid concerns about teacher shortages, policymakers are seeking to better understand whether licensure tests are serving their intended purpose and whether there are unintended consequences associated with these screening requirements.

This research project uses longitudinal data from Connecticut to examine the association between teachers’ performance on required subject-matter licensure tests (specifically, the Praxis II assessment suite) and their later effectiveness at improving student test scores. The authors then estimate the causal effect of failing a first attempt at one of these Praxis II tests on an individual’s likelihood of eventually becoming a licensed teacher in the state. 

Key Findings

In Connecticut:

• There is a positive but very small relationship between teachers’ performance on Praxis II subject-matter licensure tests and their later impacts on student test sore growth in math and ELA.
• Failing a first attempt at a Praxis II test significantly and substantially reduces a prospective teacher’s likelihood of obtaining licensure in any subject. 
• The deterrent effect of first-time Praxis II failure appears to be stronger for those pursuing a STEM certification.