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Journal of Teacher Education
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Do Higher Program Admission Standards Alter Profiles of Entering Teacher Candidates?

Donald J. Freeman

Robert J. Martin

Bruce A. Brousseau

B. Bradley West

Entry-level characteristics of teacher candidates who satisfied higher program admission standards were compared with those of candidates who did not. The authors found that those who met the standards scored higher on most, but not all, measures of achievement. The two groups expressed similar educational beliefs and levels of commitment to teaching.

Journal of Teacher Education, Vol. 40, No. 3, 33-41 (1989)
DOI: 10.1177/002248718904000306
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