Office of the Dean
Teachers for a New Era
Praxis Results for Academic Year 2005-2006
Students in the Teacher Preparation Program of the University of Connecticut’s
Neag School of Education (NSoE) are required to pass part of the Praxis series
to obtain certification in the field of education in Connecticut. The purpose of this
report is to summarize the scores from the Praxis assessments.
Background
Connecticut participates in two of three assessments developed by Educational
Testing Service: Praxis I and Praxis II. The Praxis I is taken by students without
adequate scores (i.e., SAT) before being admitted into the Teacher Preparation
Program. The Praxis II assessment is actual a battery of assessments by area of
specialty to measure basic academic knowledge and skills, as well as general
pedagogical and content area knowledge.
Method
Participants
Some students take Praxis I. Results are used as part of their application
process for the NSoE Teacher Preparation Program for the Integrated
Bachelor’s/Master’s Teacher Education (IB/M) and the Teacher Certification
Program for College Graduates (TCPCG).
The vast majority of students in the IB/M and TCPCG complete the Praxis II
examination regardless of their future career plans to become certified or to
teach in other states. Students enrolled with a concentration in agricultural and
world languages are not included. Those in world languages complete an
assessment from the American Council on the Teaching of Foreign Languages,
administered through Language Testing International, which consists of two
parts: oral proficiency interview and writing proficiency interview.
Instruments
The Praxis series of assessments are standardized measures developed by
Educational Testing Service to ensure that prospective teachers demonstrate
adequate skills, knowledge, and competencies to become professionals in field
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of education. The teacher licensure assessments are divided into three
components: 1) Praxis I: Pre-Professional Skills Tests, 2) Praxis II: Subject
Assessments, and 3) Praxis III: Classroom Performance Assessments. The
Praxis III is not required for teacher certification in the State of Connecticut.
Praxis I. The Praxis I measures basic academic knowledge and skills to
evaluate individuals for entry into teacher education programs. The assessments
are available in paper-based or computer-based formats; the number of items
and administration varies for the two formats.
The paper-based tests are selected by a student when registering for the PreProfessional Skills Tests in reading and mathematics which consist of 40
multiple-choice questions with 60 minutes of testing time. The writing test
consists of 38 multiple-choice questions and 1 essay question with two 30-minute
sections of testing time.
Computer-based tests are offered by appointment through a national network of
Prometric™ Testing Centers and select colleges and universities. Each part of
the computer-based test is two hours long to allow for tutorials and the collection
of background information from test takers. However, the actual testing time for
each part of the test is as follows:
No. of
questions
No. of
minutes
Reading
46
75
Mathematics
46
75
Writing
44
38
Writing
1 essay
30
Component
The computer-based tests are also offered as a combined test that is delivered
as a single testing session. The combined test will consist of four separately
timed sections: reading, mathematics, multiple-choice writing, and essay writing.
The testing session for the combined test is set for 4 1/2 hours.
In either type of test, paper-based or computer-based, all test takers receive a
score regardless of the number of questions answered. The multiple choice
questions and an essay component yield scores with a range from 0 to 200. The
minimum passing score in writing and mathematics is 171; the minimum passing
score in reading is 172. This score is based on the number of questions that
answer correctly with no penalty incurred or subtraction for answering a question
incorrectly.
Students seeking formal admission to a Connecticut college or university teacher
preparation program, or seeking certification in Connecticut, must fulfill the
academic skills requirement by taking and passing all Praxis I components
or by qualifying and obtaining a Praxis I waiver. A waiver for the Praxis I can be
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sought through the Connecticut State Board of Education for students who meet
the requirements such as the SAT cut-score.
Praxis II. The Praxis II is a cadre of assessments that seek knowledge of
specific subjects that K-12 educators will teach, as well as general and subjectspecific teaching skills and knowledge. The Praxis II includes:
Subject assessments which measure general and subject-specific
teaching skills and knowledge. They include both multiple-choice
and constructed-response test items.
Principles of learning and teaching tests which assesses general
pedagogical knowledge at four grade levels: Early Childhood, K-6,
5-9, and 7-12. These tests use a case study approach and feature
constructed-response and multiple-choice items.
Teaching foundations tests which assesses pedagogy in five areas:
multi-subject (elementary), English, Language Arts, Mathematics,
Science, and Social Science. These tests feature constructedresponse and multiple-choice items.
The Praxis II is available only in paper-based format and consists of multiple
choice, constructed-response, and case-study questions. Praxis II are taken at
testing locations located in various states and regions. Praxis II consists of one,
two, or four hours in length. Like the Praxis I, scores range from 0 to 200;
however, cut-offs for passing scores vary depending on the subject area of the
Praxis II. Additionally, no waiver option is available for any of the Praxis II
assessments.
Praxis III comprises a system for assessing the skills of beginning teachers in
classroom settings. Praxis III is developed for use in teacher licensing decisions
made by states or local agencies empowered to license teachers. The Praxis III
system utilizes a three-pronged method to assess the beginning teacher's
evidence of teaching practice. This includes direct observation of classroom
practice, review of documentation prepared by the teacher, and semi-structured
interviews. In Connecticut, the BEST system is used and so the Praxis III is not
required.
Procedures
Students in the NSoE Teacher Preparation Program are divided into specific
certification areas including elementary education, secondary education (English,
history, science, mathematics), special education and music education. They
take the corresponding Praxis II assessments.
Timelines for completion of the Praxis II assessments vary by certification area.
For example, students in the special education program typically complete the
Praxis after their 5th year of study whereas students in the secondary education
programs usually complete the Praxis before onset of the student teaching
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requirements. Students in the elementary education program tend to complete
the content assessments of the Praxis before the student teaching experience
and tend to take the pedagogical assessments during the internship year.
Results
Summary results, sent to NSoE and the Connecticut Board of Education from
Educational Testing Service, reflects all scores obtained within the academic
year. The score report is provided only for those assessments completed by at
least five students. Scores are distributed by gender, race/ethnicity, education
level, and major. The number of students, the median score, and the average
score range for each group is summarized in charts and trends described. For
the purpose of this current report, scores are further disaggregated by gender
and race/ethnicity is provided with adequate participant rates.
Praxis I
During the testing period beginning September 1, 2005 and ending August 31,
2006, 66 to 202 took the Praxis I assessments. Table 1 contains the numbers of
examiners at NSoE who took Praxis I. The median and range the range of scores
of the middle 50% of the examiners – from the 25th percentile to the 75th
percentile – is presented. Also indicated is the medium score for all examiners,
both later acceptance and declined by the program.
Table 1
Praxis I Assessments by NSoE Participation Rates and Medians versus All
Examiners Median Rates
Assessment
PPST Reading
PPST Writing
PPST Mathematics
C-PPST: Reading
C-PPST: Writing
C-PPST: Mathematics
N
70
66
69
192
194
202
NSOE
Median
180.5
177
180
181
176
179
Range
178-183
175-180
175-184
177-183
174-178
174-183
All
Examiners
178
175
178
178
174
178
Scores from the paper-based form of the Praxis I were mainly uniform across
subject area and student demographics. The number of students completing
each assessment was roughly equivalent (mathematics N=69; reading N=70;
writing N=66). More females than males completed each of the assessments
(mathematics=78% female; reading=78% female; writing=77% female).
However, males (median=184) had a slightly higher median score than females
(median=178) in the area of mathematics. Overall, slightly higher median scores
were obtained in reading (median=180.5) and mathematics (median=180) than in
writing (median=177). Finally, the majority of students completing the
assessments were white (mathematics=77% white; reading and writing=79%
white).
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Table 2
Praxis I: Academic Skills Assessment Paper-based Format of NSoE Students
Mathematics
N
Median
Avg Range
Reading
N
Median
Avg Range
Writing
N
Median
Avg Range
Gender
Race/Ethnicity
Male
Female Overall
White
Black
Hispanic Asian
13
54
69
47
5
4
3
184
178
180
179
174
*
*
180-187 174-182 175-184 175-183 170-181
*
*
Other
2
*
*
12
55
70
49
182.5
180
180.5
181
181-184 177-183 178-183 179-183
4
*
*
4
*
*
3
*
*
2
*
*
12
51
66
46
176
177
177
177
176-178 174-180 175-180 175-181
3
*
*
4
*
*
3
*
*
2
*
*
Note. Missing data has been omitted. * Designates no data provided because of no or few numbers.
Scores from the computer-based form of the Praxis I are fairly uniform across
subject area and student demographics. The number of students completing the
reading (N=192) and writing (N=194) assessments was roughly equivalent but
slightly more people completed the mathematics assessment (N=202). More
females than males completed the each of the assessments (mathematics=78%
female; reading=77% female; writing=77% female). Again, males (median=183)
had a slightly higher median score than females (median=178) in the area of
mathematics and, overall, slightly higher scores were obtained in reading
(median=181) and mathematics (median=179) than in writing (median=176).
Finally, the majority of students completing the assessments were white
(mathematics and writing=84% white; reading=86% white).
Table 3
Praxis I: Academic Skills Assessment Computer-based Format of NSoE Students
Mathematics
N
Median
Avg Range
Reading
N
Median
Avg Range
Writing
N
Median
Avg Range
Gender
Race/Ethnicity
Male
Female Overall
White
Black Hispanic Asian
43
159
202
171
10
12
3
183
178
179
180
172.5
175.5
*
179-185 173-182 174-183 176-183 167-177 170-179
*
Other
6
*
*
43
149
192
165
6
11
182
180
181
181
180.5
182
179-184 177-183 177-183 178-183 178-184 168-183
3
*
*
7
*
*
44
150
194
164
9
11
176
176
176
177
175
173
173-178 174-183 174-178 174-179 172-175 166-180
4
*
*
6
*
*
Note. Missing data has been omitted. * Designates no data provided because of no or few numbers.
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A comparison of scores generated from the computer-based form with those
from the paper-based form shows that more students took the computer-based
form in each subtest area (CPPST: mathematics N=202, reading N=192, writing
N=194; PPST: mathematics N=69, reading N=70, writing N=66). However, there
does not appear to be a difference in the scores obtained in computer-based
versus paper-based formats. Students scored equivalently, regardless of format
(CPPST: mathematics median=179, reading median=181, writing median=176;
PPST: mathematics median=180, reading median=180.5, writing median=177).
During the testing period beginning September 1, 2005 and ending August 31,
2006, 45 different Praxis II assessments were completed by a range of 1 to 202
students in the NSoE Teacher Preparation Programs. (Also included are
individuals from Speech Pathology.)
Praxis II
Table 4 contains the numbers of examiners at NSoE who took Praxis II over the
academic year. The median and range the range of scores of the middle 50% of
the examiners – from the 25th percentile to the 75th percentile – is presented.
Also indicated is the medium score for all examiners. Scores with a group size
less than five – that is, 18 tests - are not presented.
All of NSoE medians are above than of all examiners except General Science
Content Essay. In this assessment the median for NSoE is at the median for all
examiners.
Table 4
Praxis II Assessments by NSoE Participation Rates and Medians versus All Examiners’ Median
Rates
Assessment
N
57
57
7
1
55
47
1
1
37
2
1
8
42
Elem Ed Curr Instruc Assessment
Elem Ed Content Area Exercises
Emementary Ed: Content Knowledge
Early Childhood Education
Eng Lang Lit Comp Content Knowledge
Eng Lang Lit Comp Essays
Eng Lang Lit Comp Pedagogy
Middle School English Language Arts
Mathematics: Content Knowledge
Math Proofs Models Problems Part 1
Mathematics pedagogy
Middle School Mathematics
Social Studies: Content Knowledge
Assessment
N
1
15
Business Education
Music Concepts and Processes
6
NSoE
Median
187
165
171
Range
181-191
160-169
167-179
All
Examiners
177
157
163
181
165
173-187
160-170
176
155
151
144-167
142
170.5
171.5
NSoE
Median
167-185
164-181
161
165
All
Examiners
165
155-165
Range
155
Music Content Knowledge
Family and Consumer Sciences
Biology Content Knowledge CT
Chemistry Content Essays
Chemistry Content Knowledge CT
Physics Content Essays
Physics Content Knowledge CT
Reading Specialist
Speech Language Pathology
SE Knowledge Based Core Principles
Ed of Exceptional Students: Core CK
School Psychologist
School Guidance and Counseling
General Sci Content Knowledge part I
General Science Content Essay
General Sci Content Knowledge
Middle School Science
Principles Learning and Teaching K-6
Principles Learning and Teaching 7-12
Health Education
Earth Science Content Knowledge
15
1
23
6
6
7
7
1
8
10
9
7
1
1
5
4
3
1
3
1
5
177
169-185
165
168
160
174
160
158
163-179
155-170
150-190
155-170
146-172
159
155
161
155
150
725
170
177
780
720-740
163-182
174-184
720-800
660
162
172
700
140
135-145
140
172
154-175
165
Available scores from the Praxis II apply to three main categories: 1) Elementary
Education, 2) English Language Literature and Composition, and 3) Social
Studies. The first, Elementary Education, can be further divided into 1) Content
Area Exercises and 2) Curriculum, Instruction and Assessment tests. Due to the
small number of male students completing these assessments (N=3 and N=2,
respectively), median scores and their average range were only provided for the
female students. An equivalent number of students took each test overall (N=57)
and students generally scored higher in Curriculum, Instruction and Assessment
(median=187) than the Content Area Exercises (median=165). Finally, the
majority of students completing the assessments were white (Content Area
Exercises=75% white; Curriculum, Instruction and Assessment=79% white).
Second, English Language Literature and Composition can also be further
divided into 1) Essays and 2) Content Knowledge Tests. Overall, more females
completed each assessment (Essays=66% female; Content Knowledge=67%
female). More students completed the Content Knowledge Test (N=55) than the
Essays (N=47). Overall, students also scored higher on the Content Knowledge
Test (median=181) than the Essays (median=165).
Additionally, males
(median=183) scored slightly higher on the Content Knowledge test than females
(median=178). Finally, the majority of students completing the assessments were
white (Essays=76% white; Content Knowledge=71% white).
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Table 5
Praxis II: Subject Assessments—Elementary Education
Gender
Content Area Exercises
Race/Ethnicity
Male
3
Female
53
Overall
57
White
43
Black
1
Hispanic
2
Median
*
165
165
165
*
*
*
*
Avg Range
*
160-170
160-169
160-170
*
*
*
*
N
Asian
2
Other
1
Curriculum, Instruction and Assessment
N
2
54
57
45
1
1
1
1
Median
*
186
187
187
*
*
*
*
Avg Range
*
179-191
181-191
181-191
*
*
*
*
Note. Missing data has been omitted. * Designates no data provided because of no or few numbers.
Table 6
Praxis II: Subject Assessments—English Language Literature and Composition
Gender
Essays
Race/Ethnicity
N
Male
12
Female
31
Overall
47
White
36
Black
1
Hispanic
1
Asian
0
Other
3
Median
165
165
165
165
*
*
*
*
160-170
155-170
160-170
155-170
*
*
*
*
15
37
55
39
2
2
0
3
Avg Range
Content Knowledge
N
Median
Avg Range
183
178
181
179
*
*
*
*
177-188
166-186
173-187
173-186
*
*
*
*
Note. Missing data has been omitted. * Designates no data provided because of no or few numbers.
The third relevant Subject Assessment, Social Studies, differed from the other
assessments in that more males (N=55) completed the test than females (N=40).
Male students (median=174) also scored slightly higher than female students
(median=166). Finally, the majority of students completing this assessment were
white (78%).
Table 7
Praxis II: Subject Assessments—Social Studies
Gender
Content Knowledge
N
Median
Avg Range
Male
23
Female
17
Race/Ethnicity
Overall
42
White
33
Black
1
Hispanic
1
Asian
0
Other
1
174
166
171.5
172
*
*
*
*
167-188
158-181
164-181
164-181
*
*
*
*
Note. Missing data has been omitted. * Designates no data provided because of no or few numbers.
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A comparison of all available scores from the Praxis II reveals some interesting
trends. First, analysis of the overall median scores indicates that students
received the highest scores in Elementary Education: Curriculum, Instruction and
Assessment (median=187) and the lowest overall scores on Elementary
Education: Content Area Exercises (median=165) and English Language
Literature and Composition: Essays (median=165). Second, analysis of the
overall rate of completion reveals that the greatest number of students completed
the Elementary Education assessments (N=57) while the least number of
students completed the Social Studies assessment (N=42). Further, the
Elementary Education assessments were completed by the greatest number of
females (Content Area Exercises=93% female; Curriculum, Instruction and
Assessment=95% female) whereas the Social Studies assessment was
completed by the greatest number of males (55%).
Summary
Students completed Praxis I and Praxis II assessments during the 2005-2006
academic years and a summary report of the resulting scores. Results from the
summary report provide information relative to the number of students
completing assessments and comparisons of scores across gender and
race/ethnic groups both within and across assessments.
The Praxis I assessments may be administered in paper-based or computerformats. While more students completed the computer-based format, no
differences were observed in median scores between the two formats. Finally,
males tended to have slightly higher scores than females, especially in the
Mathematics assessments. For Praxis II, in general, more females completed the
assessments than males (with the exception of the Social Studies Subject
Assessment) and the majority of students completing the assessments were
white. These results are consistent with sex and race/ethnicity ratios in student
enrollment in the teacher education programs. All but one assessment evidenced
NSoE results were above the median for all examiners.
All score comparisons should be interpreted with caution as no statistical tests
were run on any of the data. Information regarding the significance of any
differences in scores is not available at this time. Future reporting of Praxis
results for 2006-2007 will include comparisons to the 2005-2006 scores.
Additional analyses will also be considered.
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