The Effects of Entry-Tests during Primary-School Teacher Education in the Netherlands

This thesis investigates the effects of the implementation of entry-tests in the Dutch teacher education for primary-schools. During the first year of the study, students were required to pass tests in mathematics and the Dutch language in order to proceed towards the second year. Using the synthetic control method originally coined by Abadie and Gardeazabal (2003), we find a gradual but severe decline in change of enrollments- year-by-year developing to about 40% points in 2009. These effects are roughly similar per subgroup of highest previously attained education. More importantly, our results document a severe deterioration in the rate of students being granted permission to enter the second year (6.5%). In turn, the magnitude of these effects are in line with the presumed set of cognitive standards per highest previously attained education. About two-third of the retention decline correspondingly also develop into reduced graduation rates. Lastly, we find no evidence for the notion that the cognitive skills of entering pabo students have improved over time