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Abstract

It is necessary to address literacy throughout the curriculum, and writing is an effective tool for achieving it. This study sought to compare the academic performance of undergraduate students (n= 121) who sought teacher certification at elementary level (pre-kindergarten –6th grade) andsecondary level (7th grade –12th grade).This study used a causal-comparative, quasi-experimental research design to compare the academic performance between these two groups in five university courses that were common among all education majors and contained a strong writing component. Data were collected in the form of final grades earned after completion of each of the five courses and analyzed using Mann-It is necessary to address literacy throughout the curriculum, and writing is an effective tool for achieving it. This study sought to compare the academic performance of undergraduate students (n= 121) who sought teacher certification at elementary level (pre-kindergarten –6th grade) and secondary level (7th grade–12thgrade). This study used a causal-comparative, quasi-experimental research design to compare the academic performance between these two groups in five university courses that were common among all education majors and contained a strong writing component. Data were collected in the form of final grades earned after completion of each of the five courses and analyzed using Mann-Whitney U analyses. Data analyses revealed two statistically significant findings between the two groups in both of the two sophomore-level English courses, and mean ranks showed that the academic performance of preservice elementary teachers was stronger. Effect sizes for these two findings suggested a low and moderate practical significance, which suggests a need for additional analyses. The article provides recommendations for teacher preparation programs to study the preparedness of preservice teachers with regard to writing efficacy and writing pedagogy, and to ensure that respective curricula are addressing these areas adequately.

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