Educator Preparation Program Minimum Standards Model for Public Administrators




Pogue, Christine D.

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Purpose: The purpose of this study is to explore the efficacy of the current Texas Educator Preparation Program (EPP) standards. Methodology: The essential components of Texas EPPs were examined through the review of scholarly literature. A questionnaire based on those components was developed to solicit the opinions of the experts about the value of each standard. The survey was distributed to 153 administrators, representing all 168 EPPs in Texas. Results: Overall, the results show that the literature and EPP experts support the major components of minimum standards mandated by Texas. The area of governance received the least amount of support; the areas of admission criteria and program delivery and on-going support received support for more stringent requirements. Conclusion: States should mandate that Educator Preparation Programs prepare prospective teachers by consistent minimum standards that are proven to positively affect teacher quality. Mandated minimum standards for preparing prospective teachers can be a vital component in a comprehensive system of increasing the quality of education in America.


An Applied Research Project Submitted to the Department of Political Science, Texas State University-San Marcos, in Partial Fulfillment for the Requirements for the Degree of Masters of Public Administration, Fall 2011.


educator preparation programs, minimum standards, teacher education, educator standards, Public Administration


Pogue, C. (2011). Educator preparation program minimum standards model for public administrators. Masters of Public Administration, Texas State University, San Marcos, Texas.


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