Methodology
NCTQ formulated the Yearbook's policy goals through a lengthy and comprehensive development and review process.
The Yearbook goals were initially developed three years ago by our
Board of Directors and distinguished
Advisory Board. These goals were sent out for comment to more than 150 groups and individuals, including education policy groups, foundations, researchers, economists, leading innovators (like the TAP program and Teach For America), and most importantly, teachers.
Influential groups such as the American Federation of Teachers, the Council of Chief State School Officers, the National School Boards Association, NCTAF, Teach For America, the National Governors Association and NCATE were provided the goals for review. While some groups did not always agree with every one of our goals, their perspectives made the goals stronger and more balanced.
NCTQ's analyses are rooted in reviews of official state policies. Specifically, NCTQ defines policies as state laws, regulations, statutes, administrative code, state board of education rulings and teacher licensing commission rulings. NCTQ took great care to utilize the most recent policies, seeking multiple sources to validate that the policies we cite as the basis for our analyses are current. Policies enacted after April 2007 will not be reflected in this edition.
Additional sources of information were also utilized in developing analyses, including information requested by NCTQ from state departments of education, research and data from the National Association of State Directors of Teacher Education and Certification (NASDTEC), and the Data Quality Campaign. Individual states' Title II reports were also used as bases for certain analyses. When analyzing state teaching standards, NCTQ also reviewed the standards of professional teaching associations and those of the Interstate New Teacher Assessment and Support Consortium (INTASC).
NCTQ performed additional research that shaped our analyses as well. For example, we conducted a comprehensive survey of school district personnel officials to gauge the flexibility of state policies regarding teacher reciprocity.
For the most part, the Yearbook does not assess states on the quality of policy implementation. Much could be said about what states do or do not do with the laws and regulations that they approve. We came across many regulations that are on the books, particularly in regard to alternative certification, that are rarely practiced or poorly implemented. Analyses may comment on what appears to be a little-used or poorly implemented policy, but these observations do not determine a state's rating. The Yearbook reflects policy, not practice.
Of the many groups consulted about the Yearbook, states provided the most helpful information. At times, they went beyond the call of duty, providing NCTQ's front-line researchers with a tutorial in State Education Policy 101. On two occasions, NCTQ requested that states provide a formal review of their state's analysis. Regardless of whether state officials agreed with the goals that NCTQ articulated, most states proved consistently responsive and helpful in providing information, suggestions and citations. Their collaboration was essential. States were provided with their final analysis one month before the release of the Yearbook. To the extent possible, even comments resulting from this late-hour review were incorporated.
We recognize the value that comes from tracking progress, which is why the Yearbook will be updated each year. From year to year, NCTQ intends to measure the movement of states toward meeting the goals outlined in the Yearbook, with the mission of continuing to collaborate with state leaders and encouraging meaningful progress. As our knowledge and experience grow, so too will the goals. While we expect our core vision and approach to be relatively consistent, we recognize that just as state teacher policies must change with the times, so too must the Yearbook. Our commitment to states is fairness and full collaboration throughout this process.
