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Committee debates whether to drop state standardized-test requirement for teacher-preparation admissions
Summary
The committee discussed removing the state law and policy requirement that applicants to educator preparation programs submit ACT, SAT or Praxis core scores for admission, noting potential benefits for underrepresented applicants and concerns about subjectivity and perceptions of lowering standards.
The Educator Licensure Review Committee discussed whether Tennessee should remove the statutory requirement that students seeking admission to educator preparation programs submit standardized-test scores, and weighed trade-offs between widening access and maintaining accountability.
Jennifer Nelson, senior director of educator preparation at the Tennessee Department of Education, summarized the legal baseline: "all students seeking admission to an improved teacher training program must submit scores from a standardized test. So that's ACT, SAT, or the Praxis score, as determined by the state board, and the board can determine what tests are appropriate and rules around those particular tests." She also reviewed the state's ed-prep policy (Policy 5.504), which currently requires either a minimum postsecondary GPA of 2.75 at admission or a qualifying ACT, SAT or Praxis score for baccalaureate-level admission.
Arguments on both sides
Supporters of removing or modifying the exam requirement said standardized tests can be a barrier for underrepresented groups and that research shows such tests are not strong predictors of long-term teacher effectiveness in isolation. One participant said removing the exam would "remove barriers for underrepresented groups."
Concerns included increased subjectivity in admissions decisions, the potential perception that the state is "lowering the standards," and practical questions about how EPPs would substitute objective measures. Several committee members suggested alternatives or safeguards: lean more heavily on EPP GPA or internal program benchmarks, strengthen appeals processes, preserve provisional endorsements with required mentoring, or pair greater front-end flexibility with stronger ongoing professional development and performance monitoring.
Data and reporting limitations
Erica (department staff) noted a data limitation: "We currently collect admission scores in a self reported manner, not from the candidates, but from the EPPs. We don't receive the scores directly from the testing vendor, but we've received them reported by the EPPs." Committee members suggested the department compile or publish more regular workforce data to inform future policy decisions, such as the share of teachers from out of state, relationships between admission criteria and later performance, and the appeals outcomes used by EPPs.
Next steps
No policy change was adopted at the meeting. Committee members asked TDOE staff to explore data questions, learn from other states, and consider frameworks that would both expand access and preserve rigorous preparation and accountability. Several members urged caution and suggested identifying "low-hanging fruit" and measures that could be piloted or phased in over time.
