Standard 5: Admission

Standard 5.1

In each professional preparation program, applicants are admitted on the basis of

well-defined admission criteria and procedures, including all Commission-adopted

requirements.

ADMISSION CRITERIA

STEP uses a similar process to evaluate candidates applying to all of it credential programs: Single

Subject, Multiple Subject (without bilingual authorization), and Multiple Subject (+bilingual

authorization).

Admission requirements, aligned with commission-adopted requirements, are clearly articulated

on the STEP website. Applicants to STEP use the online CollegeNet admission portal to submit

required materials.

In addition to the website resources, STEP provides clear information and guidelines to applicants

via a range of additional tools including the following:

• admissions webinars hosted by the STEP program officer and credential analyst (who

also manages the STEP admissions efforts),

• onsite STEP information session events,

• offsite recruiting events,

• direct communication between potential applicants with program staff and faculty,

including STEP’s program officer and credential analyst, STEP faculty directors, and other

STEP faculty and staff.

Of note, STEP and the GSE are committed to encouraging diverse applicants to our programs and

utilize a wide range of information and recruiting tools for this purpose.

Applicants to the Single Subject program must demonstrate relevant content knowledge, such as

a major in their target subject area or significant number of undergraduate classes within that

subject area. Multiple Subject (all) candidates are expected to have completed an undergraduate

program of study that includes a broad liberal arts education, a completed undergraduate major,

and a well-rounded competence in all subject areas relevant to elementary teaching. In order to

be considered for admission to STEP, candidates must have earned a bachelor’s degree or expect

to have received the degree prior to enrolling in STEP. Notably, Stanford offers a Co-terminal

Bachelor's and Master's Degree Program, which permits current Stanford undergraduates to study

for a bachelor's and a master's degree simultaneously, in the same or different departments. Co-

term applicants to STEP must have earned a minimum of 120 units toward graduation (UTG) as

shown on the undergraduate unofficial transcript and, in keeping with state requirements, must

have their bachelor degrees conferred before the start of STEP.

The standardization of admissions materials and requirements, as well as STEP’s procedures for

reviewing applications to the Multiple Subject (all) and Single Subject programs, ensures that all

candidates for admission are evaluated according to consistent criteria. First, each application file

is read by at least two Stanford faculty members and as many as three additional reviewers. The

additional reviewers are comprised of GSE faculty, STEP Clinical Associates and other instructors

who teach in STEP. Faculty and other reviewers rate each application on the criteria below and

then offer a recommendation to the Faculty Directors:

1. Academic preparation: Reviewers consider the rigor and quality of each candidate's

undergraduate (and graduate) study, including an appraisal of the applicant's overall grades

and grade point average, the quality of the undergraduate institution, standardized test

scores, and academic letters of recommendation. Because admissions decisions are made

based on a holistic review of each candidate’s application materials, STEP does not employ

specific minimum scores for GPA or GRE. Instead, test scores, grades and general

academic preparation are important data points considered along with the other information

in the application portfolio.

2. Commitment to teaching & professional goals: Through each candidate's statement

of purpose, resume, and letters of recommendation, reviewers assess the clarity of the

applicant’s writing as well as the connections between the applicant’s experience, proposed

teaching area, and future career plans. Reviewers seek to determine if there is a match

between the candidate's interests and experiences and STEP's mission and goals.

3. Interpersonal & leadership skills: Through a careful review of each applicant’s

statement of purpose, resuming, and letters of recommendation, reviewers consider each

applicant’s leadership potential and indicators of their ability to interact successfully with

diverse populations (students, families, and colleagues).

4. Experiences (professional and other): Through a careful review of each applicant’s

statement of purpose, letters of recommendation, and resume, reviewers consider the

quality and relevance of each applicant’s professional experiences, personal endeavors,

work with youth, and their commitment to the teaching profession.

5. Contribution to diversity and cross-cultural awareness: Through a careful review of

each candidate’s statement of purpose, letters of recommendation, and resume, reviewers

assess the candidate’s potential contribution to the diversity (broadly defined to include

demographic diversity, as well as perspectives, and prior experiences) of the STEP cohort,

as well as their commitment to working with diverse populations.

6. Overall assessment of promise at Stanford & STEP: Admissions decisions are made

based on a holistic review of each candidate’s application. Together this information helps

reviewers determine if a applicant is likely to be successful both academically and

personally in a rigorous graduate program at Stanford University and as a member of the

teaching profession.

ADMISSION PROCEDURES

Applications to STEP are due mid-January and decisions are usually posted to Stanford’s online

student portal, Axess, by March 1

. Between those dates, the STEP Directors and staff use clearly

defined and consistent admissions criteria and procedures to accomplish a holistic review of each

applicant. As described in detail in the next section, STEP requires all applicants to submit a

portfolio of materials, which includes transcripts, GRE General Test scores, three letters of

recommendation, and a statement of purpose essay that addresses their interest teaching and their

preparation for graduate study in education. All applicant files are reviewed by at least two faculty

and as many as three additional reviewers. The additional reviewers are comprised of GSE faculty,

STEP Clinical Associates and other instructors who teach in STEP.

The STEP Faculty Directors, with the support of the STEP program officer and credential analyst

(who also manages the STEP admissions efforts), aggregate the results of application file reviews.

Results are discussed with the relevant faculty and Clinical Associates in each separate content

area to determine each finalist’s potential to become a teacher candidate. Often there are more

qualified applicants than there are openings in STEP; some qualified applicants are put on a wait

list for each subject area.

Prior to making final decisions, the STEP Faculty Directors work with GSE Academic Services

Officers, led by the Associate Dean for Student Affairs, to determine a target number of admission

offers for each program. Currently, STEP targets a yield of approximately 24 STEP Elementary

candidates and 65 STEP Secondary candidates.

To ensure quality control and process fairness, a list of finalists and wait listed applicants,

including key qualifications and results of application file reviews, are all submitted by STEP

Directors to the Associated Dean for Student Affairs for approval before final decisions are

reached.

Standard 5.2

Multiple measures are used in an admission process that encourages and supports

applicants from diverse populations.

STEP intentionally recruits and supports diverse candidates to all of it credential programs: Single

Subject, Multiple Subject (without bilingual authorization), and Multiple Subject (+bilingual

authorization).

Thinking broadly about the admissions process, STEP employs a range of efforts and utilize

multiple measures to encourage and support diverse applicants to our programs via (a) admissions

requirements, standards, and processes; (b) applicant recruitment; (c) admitted candidate

recruitment; and (d) data collection and analysis for program monitoring and improvement. We

describe out efforts in each of these categories below.

The results of our efforts are evident in the diversity represented in our program cohorts. See

demographic information for the recent STEP cohorts (Secondary/Elementary(all)). The

demographic diversity of the candidates across our programs regularly exceeds that of the present

California teaching workforce. Additionally, we consider diversity broadly to include not only

demographic features such as race/ethnicity and gender, but also to include a range of prior

academic, professional, and personal experiences and circumstances, language backgrounds,

socioeconomic class, religion, and sexual orientation.

Below we describe in more detail the range of efforts and multiple measures STEP uses to

encourage and support diverse applicants and candidates to our programs:

(a) Admissions requirements, standards, and processes

• Perform a holistic review of broad range of applicant materials:

STEP’s admissions process allows for the holistic review of each applicant to ensure that

individuals from a variety of backgrounds are able to receive due consideration. As discussed

in the previous prompt (see Standard 5.1), applicants to STEP submit a broad portfolio of

information, all of which receives careful review in the admissions process. Admissions

portfolios include academic transcripts, a statement of purpose, a resume, three letters of

recommendation, and a statement relating to applicant’s contributions to diversity and

community.

Resumes allow candidates, such as career changers, those with untraditional educational

experiences, and candidates who might be reentering the workforce after raising families to

demonstrate the range of experiences with which they might enter the program. In addition,

candidates are required to submit a 750-1200 word essay describing their educational

background, experience working with youth, and interest in teaching. This essay allows the

program to gain insights into a candidate that might not be evident through test scores or grades

alone. In this essay, candidates often describe how features of their identities have impacted

their educational experiences or even how they view teaching as a form of social justice.

As discussed above, when evaluating these essays and applications, the program staff and

directors seek to understand the applicant holistically and attempt to gage whether his/her

experiences and goals align with STEP’s mission and its commitment to preparing educators

who will create equitable and excellent classrooms. In addition to the STEP-specific essay, all

applicants to Stanford’s graduate schools may speak to the prompt, "How would factors such

as your background, work and life experiences, special interests, culture, socioeconomic status,

race, or ethnicity contribute to the diversity of the entering class, and hence to the experience

of your Stanford classmates? Please describe these factors and their relevance." As the prompt

suggests, the university construes diversity broadly and each member of Stanford is expected

to contribute the community’s diversity. The online application also asks optional demographic

questions about candidates’ racial/ethnic backgrounds, language background, as well as their

parents’ educational level. Though these questions are not mandatory, they provide insight into

demographic diversity of STEP applicants. Nearly all applicants complete this information on

their application forms and the results are reported in our admissions data reports

(Secondary/Elementary (all)) prepared by the STEP program officer and credential analyst for

the faculty directors, STEP Steering Committee, and GSE deans.

• Decision making process relies on multiple measure and multiple reviewers

As described in detail above (see Standard 5.1) STEP relies on multiple measures of

competence for determining admission to the program and relies on multiple reviews of

each applicant’s file to ensure fairness and reliability in decision-making. All of these

measures help to ensure the encouragement of a diverse applicant and admit pool.

Criteria for admission included all of the following: Academic preparation, Commitment

to teaching & professional goals, Interpersonal & leadership skills, Experiences

(professional and other), Contribution to diversity and cross-cultural awareness, and

Overall assessment of promise at Stanford & STEP.

(b) Applicant recruitment (to encourage diversity of the applicant pool)

• Centralize information about admissions on the STEP website: STEP’s website serves

as an invaluable resource for all potential applicants. The STEP website provides

information on the program, clear information about the application process, and useful

information about STEP fellowships and other sources of financial support. Also, as

mentioned elsewhere, the website has information on admissions deadlines, admissions

events, and webinars.

• Engage in targeted outreach of historically underrepresented groups: During the

admissions process, the program engages in a variety of outreach practices both to garner

a broad applicant pool and also to specifically engage diverse applicants. STEP specifically

encourages applicants from historically underrepresented backgrounds. Recently, the GSE

has established new initiatives to expand outreach to HBCUs and Hispanic serving

institutions, which will also enhance our outreach to diverse applicants in STEP. In

addition, STEP has formed partnerships with national organizations that identify high

school students and undergraduates of color who show high academic promise and who

have expressed an interest in teaching. For example, each year representatives from STEP

participate in events with the Phillips Academy Institute for Recruitment of Teachers and

in the Breakthrough Collaborative, two organizations that support young students in

becoming teachers. Program representatives also attend Idealist Grad Fairs across the

country to meet applicants interested in public service and education careers. In addition,

the program cultivates ongoing relationships with faculty members at local and state

universities, such as San Jose State University, CSU East Bay, and San Francisco State

University, who teach undergraduates from diverse backgrounds interested in pursuing

careers in education.

• Offer a variety of opportunities for prospective applicants to engage with the

program: Through a range of outreach strategies, the program aims to connect with a wide

swath of qualified potential applicants. STEP representatives—including STEP directors

and the program officer and credential analyst—attend graduate and career school fairs

at Stanford and at other universities and institutions across the country, update the

appropriate websites to ensure broad and effective outreach, offer ease of contact via

phone, email, and Skype to interested applicants, conduct in-person meetings and

webinars with potential applicants, and hold numerous information sessions for the

general community. For example, on-site information sessions are typically held in the late

evening for students and working professionals, and STEP is also considering holding an

additional session during a weekend day to accommodate individuals who have

untraditional schedules or other personal and professional obligations in the evening.

Again, STEP takes a broad view to diversity, and therefore aims to create opportunities for

candidates from a range of backgrounds and with a range of experiences to learn more

about the program. In particular, the webinars and off-site recruitment events support

STEP’s work to increase the geographic and socio-economic diversity of each cohort: in

recognition of the fact that not all applicants can attend on-campus information sessions,

these efforts allow potential applicants from around the world to engage with the program.

For that reason, the program places no limit on the number of webinar participants,

allowing anyone interested to join.

Finally, the program officer and credential analyst, as well as other STEP staff and faculty,

respond individually—via email, phone, and in-person meeting—to applicants who have

questions about the application process, financial aid support, or about the STEP year

broadly. Potential applicants receive personalized attention and support as they decide

whether to pursue candidacy at STEP. The availability of information to all potential

candidates through these different channels supports STEP’s belief that resources should

not impede qualified applicants from pursuing a career in education.

• Offer fee waivers to applicants as needed: The program seeks to attract and admit all

qualified applicants, regardless of their socio-economic backgrounds. Stanford and STEP

are committed to a need-blind admission process, which also helps to strengthen the

diversity of our programs. Therefore, the program and university provide application fee

waivers for individuals with demonstrated need. (See

https://graddiversity.stanford.edu/graduate-fee-waivers for information on fee waivers.)

• Provide sufficient funding to support the matriculation of historically underserved

groups: As mentioned elsewhere, in recent years Stanford University and the GSE have

garnered substantial new funding for fellowships and Stanford-based forgivable loans that

support STEP candidates. At all information sessions, the STEP informs potential

applicants of their options for financing the STEP program and provides an overview of

the application process and STEP year. Stanford’s significant financial commitment to

STEP teacher candidates is an essential tool in the recruitment and yield of a diverse

program cohort.

(d) Data collection and analysis for program monitoring and improvement

• At several points during the year, the faculty directors consult with key constituents to

review the previous year’s admissions data (Secondary/Elementary (all)) and plan for

the upcoming admissions season. Data reviewed includes the diversity of both the applicant

pool and the admitted pool to ensure a that efforts across the admissions system

(recruitment, admissions procedures, admissions yield) are all encouraging a diverse cohort

of candidates. Admissions data are reviewed and discussed by STEP faculty directors,

STEP program officer and credential analyst, STEP Steering Committee, and the Dean for

Student Affairs. Additionally, in the late spring program staff, directors, and the STEP

Steering Committee review data from the admissions process, with a particular focus on

the yield relative to the total number of admission offers. The demographics of the

incoming class also receive scrutiny so that STEP can adjust its recruitment efforts as

needed to maintain a diverse cohort. During the admissions process, STEP also begins

collecting data on the qualifications and competence of the incoming candidates.

Through its exhaustive recruitment strategies and its comprehensive admissions process, STEP is

able to attract a highly qualified applicant pool and select candidates from a range of

backgrounds who are committed to becoming professional educators able to serve the academic

and social-emotional needs of all learners. Our resulting admitted cohorts are diverse across a

range of relevant features, more closely approximating the demographic makeup of California’s

K-12 students than the current population of California’s teachers.

Standard 5.3

The unit determines that admitted candidates have appropriate pre-professional

experiences and personal characteristics, including sensitivity to California's diverse

population, effective communication skills, basic academic skills, and prior

experiences that suggest a strong potential for professional effectiveness.

STEP employs multiple measures during the admissions process to ensure that admitted candidates

have the experiences and professional and personal dispositions appropriate for beginning

teachers. (See https://ed.stanford.edu/admissions/application-reqs/step-secondary (Single Subject)

and https://ed.stanford.edu/admissions/application-reqs/step-elementary (Multiple Subject) for a

complete list of STEP’s application requirements.)

STEP’s design assumes that much of the initial grounding in subject matter will be acquired during

the undergraduate years; therefore, both Single Subject and Multiple Subject applicants must

demonstrate a high level of academic achievement and subject matter competence during the

application process. As mentioned earlier, applicants to the Single Subject program must

demonstrate relevant content knowledge, such as a major in their target subject area or significant

number of undergraduate classes within that subject area. Multiple Subject candidates are expected

to have completed an undergraduate program of study that includes a broad liberal arts education,

a completed undergraduate major, and a well-rounded competence in all subject areas relevant to

elementary teaching. Applicants must submit transcripts from any institution in which they

completed at least one year of study. In addition, all candidates must also submit a Transcript

Summary in which they group the courses they have taken by subject area.

In addition to their transcripts, candidates must demonstrate their readiness for graduate-level work

by completing several standardized tests. All STEP applicants are required to submit GRE General

Test scores. Admitted STEP students are academically on par with other graduate students in the

GSE. (See Admitted Students Data.) As the table also shows, applicants for whom English is a

second language must also complete the Test of English as a Foreign Language (TOEFL), unless

they have completed a four-year bachelor’s degree or two year master’s program in the United

States.

During the application process, each candidate must also specify how s/he will meet subject matter

requirements—either by completing subject matter examinations or by completing an approved

subject matter program at a California institution. With rare exceptions, students who elect to take

the CSET are expected to have passed a minimum of one half of the subtests before starting STEP

in June. Students who are completing an approved subject matter program must have completed

80% of the coursework prior to beginning STEP in June. Applicants are informed that all students

admitted to STEP must meet basic skills requirement. One avenue for fulfilling this requirement

is taking the California Basic Educational Skills Test (CBEST). California residents must pass the

CBEST prior to the beginning of their program in June. Non-California residents may take the test

upon arrival in California but must pass it during the summer quarter. When candidates apply to

STEP they complete the Supplemental Information Form, which specifies these program

requirements, as well as subject matter verification and other requirements. Taken together, these

test scores, along with the transcript summary and transcripts, demonstrate whether candidates

have sufficient content matter preparation.

In addition to transcripts and test scores, each candidate must also submit three letters of

recommendation—often from professors, supervisors, or others who can speak to the candidate’s

promise—academically, interpersonally, and professionally. The program reviews these letters to

ascertain characteristics such as the candidate’s intellectual vitality, personal maturity, and

interpersonal skills. Reviewers also look for evidence that applicants are collaborative and

cooperative, and have strong potential for success in the teaching profession.

STEP seeks applicants who have demonstrated experience with and a commitment to working

with youth and communities. Applications are reviewed for evidence that candidates have had

meaningful experiences working with youth across a range of settings, such as camps, substitute

teaching, tutoring, theatre and sports teams, and the like. Evidence for these activities are gleaned

from resumes, statements of purpose, and letters of recommendation.

The STEP application asks candidates to discuss their ideas about teaching by responding to the

following prompt in a statement of purpose essay:

Please specify your interest in teaching a particular subject matter

area at the secondary level (STEP Secondary, single subject

program) or your interest in teaching at the elementary level (STEP

Elementary, multiple subject program). In addition, explain your

views on the role of education in society and your reasons for

wanting to enter the teaching profession. Indicate how your talents,

skills, and experiences might contribute to the STEP community.

Candidates may also choose to submit an optional second essay answering the prompt on the

Stanford University’s online graduate admissions application system or additional materials of

their choosing, such as essays detailing an aspect of their experience not covered elsewhere in their

application. Through these essays and documents, candidates are able to contextualize their

academic, professional, and personal experiences and are able to provide insight into extenuating

circumstances that may have impacted other areas of their application (such as their transcript).

Moreover, candidates are able to describe their orientation to teaching, their commitment to social

justice and equity in education, and their reasons for entering the profession. STEP’s application

reviewers use these essays to glean the candidate’s readiness to assume the professional

responsibility of educating all children in California’s classrooms.