This study investigated the criteria for admission to teacher education at 50 NCATE accredited undergraduate universities. These universities varied in geographical location, public and private affiliation and size of student enrollment. The study analyzed and evaluated admission criteria in light of recent educational reforms that call for higher standards and more qualified candidates in order to ascertain whether the universities had actually implemented more demanding performance based criteria for teacher candidate selection. Based on the findings, the study identified the absence of standardized admission criteria and consistent policies of ongoing assessment. It proposed a balanced integration of both performance based admission criteria as well as continual evaluation of program goals in the admission and education of preservice teachers.



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