Demands for improved educational outcomes in the PreK-12 system in the United States have resulted in educator preparation programs (EPPs) needing to adapt and revise their programs. External pressures and mandates from state and federal governments, accrediting bodies, and other professional organizations have more recently resulted in the adoption of rigorous admissions standards using quantitative measures that are inherently biased by race/ethnicity. This study contributes to a growing body of research on admissions criteria in graduate-level, initial educator preparation programs within the United States and its relationship to diversification of the teaching profession. To test differences in undergraduate GPA and GRE scores by race/ethnicity, a dataset of applicants to graduate-level, initial teacher preparation programs at public institutions in New York State was compiled. Data were analyzed using descriptive statistics, ANOVA, MANOVA, and multiple linear regression. The results indicated that there was low representation of minoritized populations in the applicant pool for EPPs. Minoritized applicants were also shown to not be accepted at the same rate as applicants from the racial majority. There were also performance differences on undergraduate GPA and each GRE subscore by race/ethnicity at the applicant level and admitted candidate level. Further investigation showed that incoming measures were not strong precursors or predictors of program performance (i.e., graduate GPA and completion status). The results suggested that standardized measures in the admissions process were misleading indicators of program completion status and accounted for only a small amount of variance in cumulative program GPA. While further research is needed to understand why the percentage of minoritized applicants to educator preparation programs is low, quantitative measures seem to prevent disproportionate numbers of minoritized individuals from becoming teachers. On this basis, it was recommended that attention be turned to the reclamation of metrics-driven accountability and the improved use of non-cognitive measures of ability in an effort to make the admissions process more equitable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]