Conclusion 4: NCATE Makes A Difference in Teacher Preparation

1. Impact on Teacher Candidate Achievement

The Academic Quality of Prospective Teachers: The Impact of Admissions and Licensure Testing (1999). Gitomer, Drew S., and Latham, Andrew S. Educational Testing Service. www.ets.org

An ETS study on 270,000 PRAXIS II test takers indicates that graduates of NCATE accredited institutions pass ETS content examinations for teacher licensing at a higher rate (91 percent) than do graduates of unaccredited colleges or those without any preparation for teaching. ETS concludes that ‘attending an NCATE accredited institutions seems to increase the likelihood that candidates will meet state licensing requirements.”

The ETS study How Teaching Matters, in effect, is an empirical validation of NCATE standards, as effective classroom practice and knowledge of special populations is required of candidates from NCATE accredited institutions.

2. Impact on P-12 Student Achievement

Darling-Hammond, L. (2000). Teacher quality and student achievement. A review of state policy evidence. Education Policy Analysis Archives, 8(1): http://epaa.asu.edu/epaa/v8n1 .

The most significant predictors of teacher quality are (1) the proportion of institutions that are NCATE accredited (the strongest predictor of the proportion of well qualified teachers in a state), and (2) hiring standards of school districts (the proportion that require full licensure, a college major or minor in the appropriate content area, and graduation from an approved teacher education program as the basis for hiring).

3. Impact on Institutional Performance

In 2005, NCATE conducted a survey of deans and coordinators in the NCATE system. Seven hundred fifty eight individuals responded, for a total response rate of 66 percent. Of those that responded:

  • 95 percent of NCATE deans and coordinators reported that their candidates benefit from attending an NCATE accredited teacher preparation institution

  • 93 percent say working with the NCATE standards led to better alignment between standards, curriculum, instruction, and assessment

  • 83 percent say working with the NCATE standards has improved the clinical practice component of preparation

  • 84 percent say working with the NCATE standards has led to more attention to candidate knowledge/skill in helping all students learn

For a report on the survey, visit Testimonials and see the article titled What Deans and Coordinators Think About the NCATE Unit Standards, or visit www.ncate.org and view the Spring 2005 Quality Teaching Newsletter.

4. Impact of NCATE as seen by State and Institutional Leaders in their own words.

What Can Be Done?

  • Expand teacher preparation programs in high-need fields.

  • Create federal and state scholarships and forgivable loans.

  • Raise standards while raising salaries and equalizing the financial ability of districts to recruit.

  • Build networks of professional development schools in hard-to-staff schools in urban areas

  • Create new staffing patterns, reallocating existing resources (Wise, 2004)

  • Streamline hiring procedures. (Darling-Hammond, 1999)

  • Apply truth-in-labeling to the teaching field; disclose licensing status of all teachers to parents/the public; use different title for those who do not meet licensing standards. (Wise, 1999)

Darling-Hammond, L. Solving the dilemmas of teacher supply, demand, and standards: How we can ensure a competent, caring, and qualified teacher for every child. (1999). NY: National Commission on Teaching and America ’s Future. http://www.nctaf.org. Strategies to reduce teacher shortages.

Wise, A.E. (1999). "Effective Teachers…or Warm Bodies". Quality Teaching. Washington , DC : National Council for Accreditation of Teacher Education.

Wise, A.E. (2004). "Teaching Teams: A 21st Century Paradigm for Organizing America’s Schools." Education Week. September 29, 2004 .


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