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CRS85731Spage22
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CRS85731Spage22
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of the mobility of nurses, this profession has a high level of interest in reciprocity for the issuance of licenses. _Graduates of a State- approved nursing program are eligible to take the common licensing examination administered in each State. In 1981, over 62,000 interstate endorsements were issued. In some jurisdictions, nurses are required to take part of an examina- tion before receiving the endorsement
CRS85731Spage35
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CRS85731Spage35
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CRS~32 status of the teaching profession.‘ Questions such as the following have been in discussions of the potential impact of a national teachers’ examination: 1. Would the-use of a national teachers‘ examination change the current practices under which States grant certification based on the recommendation from institutions of higher education or the completion of'a sequence of collegiate
CRS85731Spage12
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students have of in their disciplines, and that any 1}] Scott, Lowell K. et al. The Effects of Commercial Coaching For the NBME Part I Examination.i Journal of Medical Education, September 1980. 55:733. , 13/ Goertz, Margaret, E.e et al. The Impact of State Policy on Entrance into the Teaching Profession. Final Report NIE Grant No. G83-0073. Department of Policy Research and Services. Educational Testing
CRS85731Spage11
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CRS-7 Some general observations about the teacher competency test movement lQ/ have been presented to help illustrate the current reservations to teachers' 1. 2.. ,3. 4. 5. g examinations within the professional education community: ‘The initiative for teacher competency tests typically has come from State legislatures and boards of education rather than from. teacher organizations
CRS85731Spage07
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. An additional contention was that the existence and 3/ Currence, Cindy. Study Panel Backs National Test for All New, Teachers. ‘Education Week, March 20, 1985. pp. 1 and l2. ff Jacobsen, Robert L. AFT's President Proposes National Exam for Teach- ers Akin to Tests for Other Professions. The Chronicle of Higher Education, February 6, 1985. p. 19. "
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, Washington, D.C. 1983. pp. 1-3. _32/ Estes, Benjamin C. Bar Admissions . .’. . pp. 19-24. 22/ 1 Ibid., p. 22.
CRS85731Spage34
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are based on assumptions about possible administrative changes that might occur because of the use of a na- tional examination; others relate to the impact of the examination upon the » I---'''r "rv:'»v-v----_-:10-:w'r\"g¢1~‘v4~\vn~v-.,-~4-
CRS85731Spage37
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CRS-34 because it would implicitly result in Federal intervention and because educa-’ tion traditionally has been a State and local responsibility. A different po-‘ sition is that the need for improvements in standards for teacher preparation is sufficient to justify Federal action so that quality of American education_ V may be upgraded. An alternative perspective is that the Federal Government should be in- volved in the development of a national teachers‘ examination to ensure a more "open" process and better representation of the public interest in the initial deliberations. The assumption is that this involvement would minimize the pos- sibility that a privately funded research and development effort would lead to a national teachers‘ examination developed and administered by a self-appointed group with no national oversight. If the test should be developed under the latter conditions, questions might be raisedabout the credibility and national applicability of the process. ‘However, it should be noted that the other pro- fessional examinations typically are prepared by anon-governmental body whose membership is primarily drawn from that particular profession.
CRS85731Spage01
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V LC/4./8/73 85-7318 CongressionaliResearch{ Service ‘ The Library of Congress S Government Publications Unit wasmngton, o.c. 20540 S . ‘ ‘ JUL 22 F994 ' " 6 S r ; ~ Washmgiton Unwersity Libraries 1 St. Louis, MO» 63130 V N o m N G E an E’ tirwerestv S NATIONAL TEACHERS‘ EXAMINATION; BACKGROUND AND ISSUES % K. Forbis Jordan Senior Specialist in Education Office of Senior Specialists
CRS85731Spage13
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? Journal of Teacher Education, XXXV:2, March-April, 1984. pp. 2-3.
CRS85731Spage16
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CRS-12 about the need for additional criteria and the appropriateness of using exist- ing criteria to determine if a«person is to be permitted to practice the pro- fession. i0f+particular«interest to the current concerns about the quality of teachers is a movement in Georgia concerning admission to the bar. In addition to requiring that a person receive a "passing score
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, and performance in class- room or school settings. fig] The underlying assumption in the recommended policy appears to be that teacher quality can be improved more by imposing fiéf Jacobsen, AFT's President Proposes . . . . fig] Currence, Cindy. NCATE Urges Tough New Standards for Education Schools. Education Week, April 17, 1985. pp. 1, 16.
CRS85731Spage27
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and secondary school teachers are the provisions in some States that provide for the exemption of professional engineers working for corporations in interstate commerce, manufacturing, and public utilities. However, in some instances engineers and their employers have sought registration even in those jobs for which it is not required. g2] This latter example may have some relevance to examinations
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CRS-4 use of the test implicitly would improve teacher education by forcing colleges to screen applicants and by encouraging improvements in institutions whose. nsradu§t9$.t..-.perf9rmé7dt--.p9,o1:l,y son. the examinatiofi- _5_/ Of the continuing criticisms related to the use of teachers’ examinations raised by various persons in the teaching profession, possibly the most common
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CRS87285EPWpage102
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CRS87285EPWpage102
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on BENEFICIARIES The Department of Education estimates that, from the FY l987 appropriation for the TRIO programs, it will make 1,222 separate awards to provide services to approximately 476,500 beneficiaries (1,000 of whom are staff in TRIO proj- ects). The latest available data from the Department of Education (generally from FY 1981) suggest that about 41 percent of TRIO beneficiaries are black, 35 percent
CRS87285EPWpage98
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CRS87285EPWpage98
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CRS-92 postseduestration level for FY 1986). Indeed, the FY 1987 funding level sur- passed the FY 1980 level by 32.9 percent in current dollars. Taking inflation into account changes the picture appreciably. In constant FY 1980 dollars, the FY 1987 level constituted a drop of 15.0 percent from the FY 1980 level. The size of the average award under the title III programs appears to I have
CRS87285EPWpage104
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CRS87285EPWpage104
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at least $168.8 million. P.L. 99-498 authorizes. for all TRIO programs, $205 million for FY 1987 and such sums as necessary through FY 199l. 8Under prior law, the annual appropriation authorization was $400 million. FY 1987 APPROPRIATIONS The FY 1987 appropriation for the TRIO programs was $176.37 million, an increase of about 4.5 percent over the FY 1986 appropriations. This is the level originally
CRS87285EPWpage103
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CRS87285EPWpage103
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CRS-97 The number of beneficiaries has fluctuated since FY 1980. In that year, it is estimated that over 510,000 individuals were served; by FY 1983, the number had dropped to approximately 480,000. The number rose to about 492,000 in FY 1985; it fell in FY 1987 to 476,500. FEDERAL SHARE OF EXPENDITURES Institutions conducting Student Support Services programs on college cam- puses must assure
CRS87285EPWpage101
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CRS87285EPWpage101
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154,740 1, 4.9 at ~69 -17.9 1984 164,740 - 11.7 1 1 -17.4 1985 174,94o 18.6 -17.4 1986 9 168,786 14.4 I... 47. _ -24.6 1987 176,370 19.5 0 -23.5 1988 request 82,370 -44.2 S-65.5 3/ Funds are available for obligation only during the indicated fiscal year. b/ The introduction and appendix discuss adjustments for inflation.

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