Abstract
As nationwide teacher shortages continue to grow (Bureau of Labor Statistics, 2018; Garcia & Weiss, 2019; Sutcher et al., 2016), the standards for which a teaching candidate is admitted into teacher education programs have continued to remain steadfast in rigid assessment scores and vast amounts of “hoop-jumping” for potential teacher education candidates who otherwise meet all of the academic and nonacademic requirements, with the exception of standardized assessments, such as the SAT or ACT (Ingersoll, et al., 2014; Lankford et al., 2014). After potential candidates with high GPAs, satisfied criteria, and dreams of becoming a teacher were being rejected, in the same week they received a Dean’s Honor Roll letter, faculty began to question key assessments used to admit students. In addition, key accreditation bodies (i.e., CAEP) loosened their qualifications regarding candidate selection and admission.
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