A group of 74 students admitted to a teacher education program without meeting one or more of the admission requirements was compared on entrance and exit characteristics and achievement with 74 students who had met all of the requirements for admission. The exceptional admission group had lower GPAs, higher failure rates on the NTE, and lower evaluations of their subject matter competency than the regular admission group; however, there were no significant differ ences between the two groups in completing program requirements and in securing teaching cre dentials. The use of admission standards as predictors of teaching success is discussed.
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