A growing emphasis on teacher accountability, coupled with declining enrollments and reduced revenues, has increased the importance of teacher evaluations as a basis for staffing decisions, even though there is no clear definition of teacher effectiveness. Accordingly, legal standards are provided for the procedural and substantive issues of due…

College faculty (n=171) from 16 Arkansas colleges were asked to make validity and cut score judgments about the test items for the 1982 Arkansas National Teacher Examination (NTE) study of 23 area examinations. Each of the 23 data collection panels began with a training session which included specific directions for the estimates of the judges.…

The intent of this study was to determine if any relationship existed between teacher effectiveness, based on selected criteria generally accepted by educators to denote effectiveness, and National Teacher Examination, Teaching Area Examinations (TAE) and Weighter Common Examination Total (WCET) scores. Teacher effectiveness was determined by the…

A detailed outline is provided of the steps necessary to use the Validity Study Service provided by the National Teacher Examinations (NTE) program at Educational Testing Service. It is intended to assist those school districts, teacher-training institutions, and state certification offices that have NTE data to establish a standard system for…

This paper reports changes in the professional knowledge, general knowledge, and communication skills components of the National Teacher Examinations and explains validation procedures. Research efforts to: (1) establish the tests' credibility and usefulness; (2) identify factors the tests measure; and (3) study their relationship to effective…

In 1977, the Dallas, Texas Independent School District modified its teacher selection criteria. In addition to the previously used evaluation criteria involving transcripts, references and evaluations, three new measures were employed: (1) a test of verbal and quantitative ability, the Wesman Personnel Classification Test (WPCT), which was later…

Use of nationally standardized tests to determine teacher competency continues to be a subject for review in state and federal courts. School district policies have promoted minimum score requirements as a basis for employment decisions concerning certification, hiring, renewal, promotion, and merit pay. Legal challenges to these policies focus…

The National Teacher Examinations (NTE) Core Battery and Specialty Area tests were assessed to determine (1) test validity and (2) minimum performance standards for use in the state of Tennessee. The NTE was reviewed by 316 teacher education personnel, who focused on its relevance to teacher education programs. A group of 288 local school district…

Black educators and black teacher education are directly affected by the "back to basics" movement, the minimum competency testing program, and the use of standardized test scores as a criterion for teacher certification. Black educators have a high stake in the back to basics movement, and it is important for them to be involved in the…

The National Teacher Examinations (NTE), were first administered in 1940. Teacher examinations had existed in the United States since colonial New England. During the late 1920's, intelligence tests became popular; teaching aptitude, subject matter competence, and knowledge of testing were also measured. In 1931, a cooperative program of the…

Various legal issues associated with teacher evaluation and significant court decisions are summarized in this handbook. Three major legal issues are defined: (1) failure of the school district to follow due process when terminating tenured and non-tenured teachers, or when abolishing positions; (2) discrimination in employment and promotion, or…