NYSTCE EAS Study Guide

Overview of the NYSTCE Educating All Students Exam

The purpose of the NYSTCE Educating All Students Exam (EAS) is to test each candidate's ability to teach a diverse population of students. This student population includes diverse learners, English language learners, and learners with disabilities in the state of New York. Teaching candidates that wish to take the exam should be currently enrolled in a teacher education program that is approved by New York State. Candidates may also be pursuing teacher certification through an alternative program. Teacher certification programs in New York State have core requirements that provide a foundation of knowledge for prospective teachers. The core curriculum includes:

Modern Language College Composition Creative Writing Mathematics Science Social Science Academic Planning Seminar
3 credits 3 credits 3 credits 3 credits 3 credits and one lab 6 credits 1 credit

Students enrolled in a teacher education program in New York State must also maintain a 2.0 cumulative grade point average. Beyond the core requirements, each teacher education program also has content specific requirements that are tailored to the grade level and content area the teacher candidate would like to teach.

Practice tests give you a better idea of the topics you have mastered and those you should keep studying.

How Is the NYSTCE EAS Exam Formatted?

The NYSTCE Educating All Students Exam takes a total of 2 hours and 30 minutes to complete.

Computer Based Test Tutorial and Nondisclosure Agreement Test Examination
15 minutes 2 hours and 15 minutes

The NYSTCE EAS has two sections. One sections contains 40 selected-response items. Test takers have 105 minutes to complete the selected-response portion of the exam. This portion of the test is worth 70% of the test taker's overall score. The other section has 3 constructed-response items. Test takers should expect to spend 10 minutes per item on the constructed-response portion of the exam. This portion of the test is worth 30% of the test taker's overall score. Candidates need to earn a minimum score of 520 in order to pass the exam.


Test takers will need to be knowledgeable in about five concepts for this exam. They are:

  • Diverse Student Populations
  • English Language Learners
  • Students With Disabilities and Other Special Learning Needs
  • Teacher Responsibilities
  • School-Home Relationships

Diverse Student Populations, English Language Learners, and Students with Disabilities and Other Special Learning Needs each have approximately 11 questions on the exam.

Teacher Responsibilities and School-Home Relationships each have approximately 5 questions on the exam.

Diverse Student Populations

For the Diverse Student Population section of the exam, test takers will need to have an understanding of various student population needs and be able to effectively apply research-based strategies for instruction. Educators should be able to promote respect among students for one another and to create a community among the students at school. Effective educators understand what a diverse student population looks like and what the needs and the strengths of such a group of students are. This understanding and knowledge is used by the educator to encourage an appreciation for all of the benefits of diverse student populations. Items on this section of the exam will test prospective teachers' knowledge of subjects such as evidence-based teaching strategies, the value of a classroom that is culturally responsive, and giftedness teaching strategies.

English Language Learners

For the English Language Learners portion of the exam, test takers will need to demonstrate understanding of the needs, strengths, and characteristics of the English Language Learner. Test takers will need to show an understanding of the English Language Learner's cultural background. Candidates should also be able to demonstrate knowledge of the differences and similarities of literacy development of English Language Learner students and students who speak English as their native language. Items on this portion of the exam might cover criteria for choosing lesson material, adapting instructional material, knowledge of bilingual programs, and techniques used to collaborate with students' families.

Students With Disabilities and Other Special Learning Needs

The Students With Disabilities and Other Special Learning Needs portion of the exam requires teaching candidates to demonstrate knowledge and understanding of the disabilities that students have. Prospective educators will also need to demonstrate proficiency with the use of Individualized Education Programs and understanding of students with disabilities and other special learning needs along with their strengths, needs, and traits. Items on this section of the NYSTCE EAS may require test takers to identify strategies for working with this student population, demonstrate knowledge of relevant federal and state laws that pertain to Special Education, and show understaning of the Individualized Education Program process.

Teacher Responsibilities

The Teacher Responsibilities section of the NYSTCE EAS requires test takers to have knowledge of students' rights, policies, laws, and regulations. The test taker is also expected to identify appropriate parent-teacher interactions and to understand the duties that a teacher has as a mandated reporter. A New York State teacher is expected to advocate for his or her students' needs. Items on the Teacher Responsibility portion of the exam typically cover topics such as laws related to students' rights in situations involving bullying, discipline, and privacy. Items may also cover testing accommodations, discrimination, appropriate communication with parents and guardians, and confidentiality.

School-Home Relationships

On the School-Home Relationships section of the NYSTCE Educating All Students Exam, test takers demonstrate their knowledge of strategies that encourage effective, positive communication with parents and guardians of students. Effective educators strengthen the relationship between a student's home and school and find ways to involve parents in the educational process. On this part of the exam, candidates demonstrate their ability to identify communication strategies that promote student achievement. Items on this section of the exam test prospective teachers on topics such as strategies that encourage collaboration between school and home, effective communication needs (like the use of an interpreter), cross-cultural understanding, and parent-teacher conferences.

How To Register for the NYSTCE EAS Exam

To register for the NYSTCE Educating All Students Exam, prospective educators should take the following steps:

  • Create an account on the NYSTCE website.
  • Login and register to take the test on the exam's website.
  • Choose a test time and location and schedule the exam. Test times are available on a first come, first served basis and can be scheduled 7 days a week and 24 hours a day.
  • Once registered, candidates will receive an email confirming testing date, time, and location.

NYSTCE EAS testing takes place Monday through Saturday. Locations are available throughout the state of New York. Dates and times are flexible, and tests are usually available throughout the year.

To reschedule an exam, candidates should login and follow the instructions that can be found on the registration page.

Exam Fees Method of Payments
$80 Visa or Mastercard only
Debit cards with Visa or Mastercard logo
(Contact NYSTCE Evaluation Systems to pay by check)

How To Prepare for the NYSTCE EAS Exam

Resources are available to help teaching candidates study for the NYSTCE EAS exam. Some of these resources include flashcards, study guides, and practice tests that are available online. The study guides are available for free, while practice tests are usually available for a fee. Test takers can utilize these resources to better prepare for the exam.

NYSTCE EAS Study Guide

It is very important to use a study guide when preparing for the NYSTCE EAS Exam. Available study guides summarize the material that the exam covers. Study guides also provide prospective test takers with the opportunity to study the concepts covered on the test and to focus on any difficult concepts. For example, if a test taker knows that he or she struggles with effective communication strategies related to the School-Home Relationship concept, a study guide can help prepare the test taker for that portion of the exam. Study guides are available on the exam website. These study guide include practice questions and a scoring scale.

EAS NYSTCE Practice Test

The purpose of taking a practice test is to increase knowledge by practicing sample questions that are similar to those questions that will be on the actual NYSTCE EAS. Much like study guides, practice tests provide test takers the opportunity to focus on the concepts that they need to work on the most. NYSTCE EAS practice tests are available online. Candidates receive feedback as soon as the practice test is complete. The feedback includes explanations of correct answers. Completed practice tests are available for candidates to review for 120 days. The cost of an online practice test is $14. Before purchasing a practice test, candidates should make sure that they have the correct software and browser installed.

Frequently Asked Questions

  • How do I schedule a NYSTEC test?

    The NYSTCE EAS exam can be scheduled online through the NYSTCE website. Candidates create an account and then login to register and pay the test fee.

  • What do I need to bring to my EAS test?

    Bring a government-issued identification to the EAS test. The identification must be in English and must have a photo and signature on it.

  • What is the highest score you can get on the EAS?

    The highest score possible on the NYSTCE EAS exam is 600. The score range is 400-600. A passing score is 520 or above.


Take a NYSTCE Educating All Students Practice Test Online

Exam Instructions:

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  1. Mr. Yoakum has a diverse classroom, both culturally and in their skills, knowledge, and needs. How can he learn about his students so that he can most effectively teach them?

    • Correct Answer
  2. Some languages have similar words to words in English. this is called:

    • Correct Answer
  3. Ivan has never had a native English-speaking teacher. How can his teacher effectively mitigate any prior deficiencies?

    • Correct Answer
  4. Miss Wilkes separates her students into different groups for reading. For those students who need more help and for her ELL students she uses a practice of reading a passage or story to them and she has the students follow along. Occasionally she will do this with the whole class. This is strategy called:

    • Correct Answer
  5. Use this material to answer questions #5 through #6

    Ms. Harper has five students who are considered English language learners. They speak either Spanish, French, or German at their homes, and Ms. Harper cannot speak any of those languages. She wants to do all that she can to promote literacy for all of her students. She knows that just giving them vocabulary words isn't going to help their real life English applications of the language. Based upon what you know about factors that affect English language acquisition, help Ms. Harper make the best decisions.

  6. Motivation is a factor that influences language learning for students. Which of the following is true concerning motivation and second language acquisition?
    • Correct Answer
  7. Exposure is an important factor in second language learning. However, we cannot force the people at their homes to speak or learn English. What can Ms. Harper do to give the students exposure?

    • Correct Answer
  8. Who needs an IEP?

    • Correct Answer
  9. Mrs. Tiggs has a student Mark who has been getting in fights with several of his classmates. She develops a formal intervention plan that describes the behavior, when it is most likely to occur and steps she can take to reduce occurrences. She also indicates replacement behaviors and even rewards for good behavior. This type of plan is called:

    • Correct Answer
  10. As part of the RTI process, Lisa meets one-on-one with a teacher outside of a traditional classroom setting. In which tier is Lisa?

    • Correct Answer
  11. Use this material to answer question #10

    Mr. Baker attended a professional development workshop for educators and learned about an approach to teaching called Response to Intervention (RTI). He is eager to get to class and begin implementation, but first he will share the approach with his peers. After a brief introduction, his peers begin to ask questions about RTI. They want to ensure that they offer the correct interventions at the right time. He creates a scenario to help his coworkers grasp RTI. The scenario is an 8th grade algebra class with about 5 gifted students, 18 average students, 3 ESL students, and 4 struggling students. Also, 3 of the students have behavioral IDPs. He is introducing a unit that includes fractions and has planned to spend 1 week in the unit. Based on the multi-tiered approach within RTI, which of the following are the best decisions for the scenario?

  12. On day 1 of introducing the unit, what should the teacher do?
    • Correct Answer
  13. A child who has a cognitive disability has taken an IQ test and scored below:

    • Correct Answer
  14. When Miss Crosby has her parent teacher meeting with David and his parents she notices that they are very confused and don't seem to understand any of the work she has sent home with David. Although David is limited in his English skills he tries to explain things to his parents. A good strategy in the future would be:

    • Correct Answer
  15. Mrs. Lyle wants to find a way to help the parents of her students understand the math that they are doing. what would be the best way for her to get the parents involved?

    • Correct Answer
  16. Mr. Colby the football coach is having a meeting with the mother of his student Tyrone. The mother is complaining that Tyrone wants to quit football because he is not getting enough playing time and she feels since it is middle school that all the students should get adequate playing time even if the team is losing. Mr. Colby disagrees and argues that Tyrone is not putting in enough effort. He then proceeds to tell the mother that he spoke to Tyrone about his father who had yelled at a coach from an opposing team the week before. Mr. Colby said he told Tyrone his father was not acting appropriately and modeling poor behavior. What strategy for working with families has Mr. Colby ignored?

    • Correct Answer
  17. When scheduling parent-teacher conferences of your ELL students, which of the following should you not do?
    • Correct Answer