| Sumario: | The current highstakes accountability environment which emphasizes testing and consequences, requires colleges of education to meet acceptable passing rates on teacher licensure tests. Historically Black Colleges and Universities (HBCUs) are responding to the accountability challenge by developing and implementing a variety of initiatives aimed at strengthening their teacher education programs, and helping their students to pass licensure tests. Nevertheless, the accountability climate generates considerable anxiety, within teacher preparation institutions generally, and tends to threaten both the historical mission of HBCUs, as well as the goal of achieving teacher diversity in schools. Illustrating with initiatives at the Kentucky State University this paper focuses on how HBCUs are responding to the challenge of the current accountability environment. Some key policy issues and unintended consequences of the accountability environment are highlighted.
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