Abstract
The goal of this study was to explore relationships among entrance criteria, mid-degree assessment criteria, and student teaching success among music education students at a large midwestern university (N = 139). Data for this study consisted of admission information (background experiences, entrance interview rating sheets), upper-divisional ratings, and midterm student teaching evaluations. Data were collected from files of graduates admitted to the bachelor of music education program between the fall semesters of 2003 and 2009. Internal consistencies of the entrance interview scale (α = .79), the upper-divisional review scale (α = .74), and the midterm student teaching assessment (α = .95) were acceptable. Correlation and linear regression analyses revealed several potentially important predictors of student success at upper-divisional review (e.g., high school GPA, academic achievement, years of piano, high school performance experience, composite admissions ratings). However, no viable predictors of student teaching ratings were identified. The findings of this study perhaps suggest that the admissions and upper-divisional measures may more readily predict characteristics required for success in the rigorous musical and academic culture of this particular institution. Additional emphases on assessment criteria related directly to practical teaching skill or pedagogical content knowledge at the time of upper-divisional review may lead to more predictive relations to student teaching success.
