Document Type
Article
Publication Date
5-6-2026
Abstract
Alabama’s high qualifying score for the Praxis Music: Content Knowledge (5113) raises an important question: Does this higher threshold unnecessarily limit an already fragile and disproportionate pipeline of music teachers, particularly Black music teachers? Using twelve years of data from an HBCU music education program, I simulated pass rates at cutoff scores of 150, 154, 156, and 161, analyzed the retake burden and score improvements across attempts, and assessed readiness indicators (ACT, high school GPA, and college GPA) using first, best, and average scores. Results show that raising the qualifying score to 161 sharply reduces pass rates, that ACT and college GPA offer only modest predictive power, and that many candidates endure costly retake cycles before passing. I recommend aligning Alabama’s qualifying score more closely with national standards and using multiple measures alongside targeted supports.
Recommended Citation
Greene, R. J. (2026). Raising the bar, shrinking the pipeline: Praxis 5113 qualifying scores and Alabama’s music teacher shortage. Arts Education Policy Review, 1–7. https://doi.org/10.1080/10632913.2026.2666039
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