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|a Splaine, John E.
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|a Academic Standards for Admission to Programs Preparing Teachers of Low-Income Students /
|c John E. Splaine.
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1973.
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|a This study was conducted to determine if there is any correlation between the grade point average of a teacher of low-income students and the effectiveness of his teaching. Ninety-five students from low-income families were asked to identify their "good" teachers. Sixty-five of the 69 specified teachers were then queried about their grade point average in college, both overall and in their majors. The median overall average was 2.8; in their majors, 3.2. Of the nine teachers who were identified most often by students, only two exceeded the mean for the overall grade average, and only two exceeded the mean grade point average in their major. The author concludes that a) there is little evidence in the available research to support the contention that requiring higher grade point averages for admission into teacher education programs will improve teaching in the public schools; b) arbitrary grade point requirements used in determining the admission of prospective teachers may be eliminating many effective teachers of low-income students; and c) further research is needed to determine the extent that arbitrary grade point averages may be eliminating good teachers for any income group. (HMD)
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