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New Urban Learning Builds College Partnership for Teachers

Concerned with the number of African American certified male teachers in our organization, and by the challenges faced by those seeking certification, we partnered with a local university to train and certify our teachers. While we’ve started small, our hope is to continually improve access to certification for more and more teachers of color, including supporting non-traditional individuals interested in education obtain certification.

3 Responses to “New Urban Learning Builds College Partnership for Teachers”

  1. Hello,

    How do you view CAEP Standards 3.2 impact on this topic.
    Thank you for the opportunity to discuss the possible disparate impact of CAEP Standard 3.2, specifically the subsection and requirement as quoted below.

    “The provider ensures that the average grade point average of its accepted cohort of candidates meets or exceeds the CAEP minimum of 3.0, AND the group average performance on nationally normed ability/achievement assessments such as ACT, SAT, or GRE:
    Is in the top 50 percent from 2016-2017 ;
    is in the top 40 percent of the distribution from 2018-2019;
    and is in the top 33 percent of the distribution by 2020.”
    The required performance on nationally normed tests should be reconsidered by the CAEP Board as this CAEP requirement, upon initial review, demonstrates a Disparate Impact on the protected classes of Alaska Native, American Indian, Latino, and African American peoples.
    This disparate impact would violate Title VII of the Civil Rights Act., specifically the Supreme Court decision, in Griggs v. Duke Power Co., 401 U.S. 424, 91 S.Ct. 849, 28 L.Ed.2d 158 (1971), as there is compelling evidence that there is a disproportionate impact on several protected classes.
    A clear example of this disproportionate impact on protected classes involving Standard 3.2 at the University of Alaska Fairbanks would be the elimination of over 95% of our Alaska Native teacher candidates when applying the 2020 requirements.
    Furthermore, initial findings indicate that if this policy is implemented nationwide minority serving institutions could have to eliminate over 90% of their African American, American Indian, Latino, and Alaska Native teacher candidates.

    This policy also violates the civil rights of several protected classes as outlined in Griggs v. Duke Power Co., since the decision specifically states “What Congress has commanded is that any tests used must measure the person for the job and not the person in the abstract.”. CAEP has provided absolutely no studies that connect success in the teaching profession with performance as mandated in CAEP Standard 3.2.

    Griggs v. Duke Power Co., also specifically requires that analysis and correlation of the required test performance be completed BEFORE such requirements are put in place, CAEP has completed no such studies or demonstrated the required correlation to 33% percentile score on nationally normed exams and teaching success. CAEP also failed to perform any impact analysis on the protected classes of African American, American Indian, Latino, and Alaska Native teacher candidates but the disparate impact on these protected classes is disproportionate and creates an arbitrary and artificial barrier.
    I truly look forward to discussing reconsideration of CAEP Standard 3.2, specifically the nationally normed testing requirement, as good standards raise the opportunity and quality of education for everyone. However in this situation there a several possible civil rights violations and severe consequences for several minority groups.
    Dr. Roy Roehl

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