n relation to standardized testing procedures (e.g. procedures using the ACT and PPST). Thus, the research relevant to these tests and teacher preparation programs will be examined. Since high school and college GPAs will also be part of colleges to recruit minority teacher candidates.
Several authors and researchers (e.g. Witty, 1982; Witty & Jones, 1982; Baratz, 1986; Graham, 1987; Darling-Hammond, Pittman & Ottinger, 1987) have described reasons for this shortage, the most often cited of these being:
(1) decreasing minority high school graduates;
(2) lack of preparation of minority high school graduates; (3) increased use of standardized testing as an admission criterioe part of colleges to recruit minority teacher candidates.
Several authors and researchers (e.g. Witty, 1982; Witty & Jones, 1982; Baratz, 1986; Graham, 1987; Darling-Hammond, Pittman & Ottinger, 1987) have described reasons for this shortage, the most often cited of these being:
(1) decreasing minority high school graduates;
(2) lack of preparation of minority high school graduates; (3) increased use of standardized testing as an admission criterion for college universities;
(4) less interest in the teaching profession on the part of minority students;
(5) more lucrative and prestigious career fields now being open to minorities;
(6) reductions in available financial aid; and
(7) the establishment, in most states, of teacher certification testing.
Smith (1989) has noted that one means of correcting the minority teacher shortage is through "historically black institutions." Several reasons are offered by Smith for the efficacy of black institutions in dealing with the problem of minority teacher shortage. First, these institutions have successful long-term experience with recruitment and retention. Also, such institutions, traditionally produce about 48 percent of the country's black educators. Moreover, black institutions...