States increasingly require prospective teachers to pass exams for program completion and initial licensure, including the recent controversial roll-out of the educative Teacher Performance Assessment (edTPA). We leverage the quasi-experimental setting of different adoption timing by states and analyze multiple data sources containing a national sample of prospective teachers and students of new teachers in the US. With extensive controls of concurrent policies, we find that the edTPA reduced prospective teachers in traditional route programs, less-selective and minority-concentrated universities. Contrary to the policy intention, we do not find evidence that edTPA increased student test scores.
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