IDENTIFYING TEACHER CANDIDATES NEEDING REMEDIAL SERVICES

The purpose of this research was to investigate the extent to which Am erican College Test (ACT) and Scholastic Aptitude Test (SAT) scores ar e instrumental in predicting success on the National Teacher Examinati on (NTE). A ten percent random sample of education students who had ta ken the NTE modules was selected. A commonality analysis was performed to estimate the unique and common components of predictive variance a ttribute to the ACT subscores. Linear regression equations were genera ted to predict NTE general Knowledge, Communication Skills and Profess ional Knowledge) performance. ACT Verbal-Mathematics success domains w ere identified.