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Findings by State - North Carolina

Overview

Scope of Review in North Carolina
  2663 New teachers from the state's higher education institutions included in Review (2010)
  36 Institutions evaluated by NCTQ in the 2013 Review
-37 elementary programs, undergraduate (UG) and graduate (G)
-37 secondary programs, undergraduate (UG) and graduate (G)
  18 Institutions with sufficient data for an overall program rating
-Collectively supplying 81% of the state's traditionally trained teachers
-18 elementary programs, undergraduate (UG) and graduate (G)
-22 secondary programs, undergraduate (UG) and graduate (G)
25% Institutions sharing information for the Review
Big "take-aways" about teacher preparation in North Carolina:

  • Highly rated programs -- The graduate secondary program at the University of North Carolina at Chapel Hill is on the Teacher Prep Review's Honor Roll, earning at least three out of four possible stars. Across the country, NCTQ identified 21 elementary programs (4 percent of those rated) and 84 secondary programs (14 percent) for the Honor Roll.

  • Selectivity in admissions -- The Review found that only 31 percent of elementary and secondary programs in North Carolina restrict admissions to the top half of the college-going population, compared to 28 percent nationwide. Countries where students consistently outperform the U.S. typically set an even higher bar, with teacher prep programs recruiting candidates from the top third of the college-going population.

Some worry that increasing admissions requirements will have a negative effect on the diversity of teacher candidates. By increasing the rigor and therefore the prestige of teacher preparation the profession will attract more talent, including talented minorities. This is not an impossible dream: 83 programs across the country earn a Strong Design designation on this standard because they are both selective and diverse, including Greensboro College (graduate elementary and special education) and University of North Carolina - Charlotte (graduate elementary and secondary).

  • Early reading instruction -- 33 percent of evaluated elementary programs in North Carolina are preparing teacher candidates in effective, scientifically based reading instruction, comparable to the small minority of programs (29 percent) providing such training nationally.

  • Elementary math -- A mere 19 percent of evaluated elementary programs nationwide provide strong preparation to teach elementary mathematics, training that mirrors the practices of higher performing nations such as Singapore and South Korea. None of the evaluated elementary programs in North Carolina provide such training.

  • Student teaching -- Of the evaluated elementary and secondary programs in North Carolina, 66 percent entirely fail to ensure a high quality student teaching experience, in which candidates are assigned only to highly skilled teachers and receive frequent concrete feedback. 71 percent of programs across the country failed this standard.

  • Classroom management -- 25 percent of the evaluated North Carolina elementary and secondary programs earn a perfect four stars for providing feedback to teacher candidates on concrete classroom management strategies to improve classroom behavior, compared to 23 percent of evaluated programs nationwide. None of North Carolina's programs entirely failed this standard, while 41 percent failed nationally.

  • Content preparation -- 11 percent of North Carolina's elementary programs earn three or four stars for providing teacher candidates adequate content preparation, the same percentage found of elementary programs nationwide. At the high school level, 24 percent of North Carolina secondary programs earn four stars for content preparation, compared to 35 percent nationwide. These results are perhaps better than might have been expected, given that North Carolina does not require content tests for initial licensure, putting on programs the entire responsibility for ensuring that teacher candidates know the content of every subject they are certified to teach.

In the absence of licensing tests, however, North Carolina's middle school programs appear to be dropping the ball: 77 percent of middle school programs fail this standard (compared to only an 11 percent failure rate nationwide) because programs are not ensuring adequate coursework preparation.

  • Outcome data -- 34 percent of North Carolina's evaluated programs earn four stars for collecting data on their graduates, compared to 26 percent of evaluated programs in the national sample. While North Carolina is the only where data from the state's teacher prep data model, which connects student achievement to teacher prep programs, could be used in the Review, the data were of limited use. Data could only be applied to one program, as NCTQ's standard requires at least two years of statistically significant results.

North Carolina Elementary Teacher Prep Rating Distribution

North Carolina Secondary Teacher Prep Rating Distribution

Programs that earned 3-star rating or more
University of North Carolina at Chapel Hill - Graduate Secondary
Consumer Alert: Programs earning no stars

Endorsers of the Review in North Carolina

June Atkinson, State Superintendent

Peter Gorman, former Superintendent, Charlotte-Mecklenburg Schools
Heath Morrison, Superintendent, Charlotte-Mecklenburg Schools

North Carolina's Teacher Prep Review was made possible by the following foundations and organizations

Carnegie Corporation of New York
Gleason Family Foundation
Laura and John Arnold Foundation
Michael & Susan Dell Foundation
Searle Freedom Trust
The Eli and Edythe Broad Foundation
The Lynde and Harry Bradley Foundation
The Teaching Commission
Anonymous (2)

Institution List

Institutions with Teacher Training Rated
Appalachian State University Annual new teacher production (2010):  281
Undergraduate Elementary
Undergraduate Secondary
Barton College Annual new teacher production (2010):  29
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Undergraduate Special Education Some standard scores available
Belmont Abbey College Annual new teacher production (2010):  31
Undergraduate Elementary Some standard scores available
Campbell University Annual new teacher production (2010):  40
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Catawba College Annual new teacher production (2010):  28
Undergraduate Elementary
Undergraduate Secondary
East Carolina University Annual new teacher production (2010):  341
Undergraduate Elementary
Graduate Elementary
Undergraduate Secondary
Graduate Secondary
Undergraduate Special Education
Elizabeth City State University Annual new teacher production (2010):  40
Undergraduate Secondary
Elon University Annual new teacher production (2010):  56
Undergraduate Elementary
Undergraduate Secondary
Undergraduate Special Education
Fayetteville State University Annual new teacher production (2010):  66
Undergraduate Elementary
Graduate Secondary
Gardner-Webb University Annual new teacher production (2010):  18
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Greensboro College Annual new teacher production (2010):  46
Graduate Elementary Some standard scores available
Undergraduate Secondary
Graduate Special Education Some standard scores available
Guilford College Annual new teacher production (2010):  16
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
High Point University Annual new teacher production (2010):  48
Undergraduate Elementary
Undergraduate Secondary
Undergraduate Special Education
Lees-McRae College Annual new teacher production (2010):  81
Undergraduate Elementary
Lenoir-Rhyne University Annual new teacher production (2010):  24
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Mars Hill College Annual new teacher production (2010):  37
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Undergraduate Special Education Some standard scores available
Meredith College Annual new teacher production (2010):  32
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Methodist University Annual new teacher production (2010):  13
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Undergraduate Special Education Some standard scores available
North Carolina A&T State University Annual new teacher production (2010):  15
Undergraduate Elementary
Graduate Secondary
North Carolina Central University Annual new teacher production (2010):  55
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
North Carolina State University at Raleigh Annual new teacher production (2010):  225
Undergraduate Elementary
Graduate Elementary
Undergraduate Secondary
Graduate Secondary
North Carolina Wesleyan College Annual new teacher production (2010):  0
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Undergraduate Special Education Some standard scores available
Pfeiffer University Annual new teacher production (2010):  26
Graduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Graduate Special Education Some standard scores available
Queens University of Charlotte Annual new teacher production (2010):  29
Graduate Elementary Some standard scores available
Graduate Secondary Some standard scores available
Salem College Annual new teacher production (2010):  43
Graduate Elementary Some standard scores available
Graduate Secondary Some standard scores available
St. Andrews University Annual new teacher production (2010):  29
Undergraduate Elementary Some standard scores available
University of North Carolina at Asheville Annual new teacher production (2010):  21
Undergraduate Secondary
University of North Carolina at Chapel Hill Annual new teacher production (2010):  81
Undergraduate Elementary
Undergraduate Secondary
Graduate Secondary
University of North Carolina at Charlotte Annual new teacher production (2010):  338
Undergraduate Elementary
Graduate Elementary
Undergraduate Secondary
Graduate Secondary
University of North Carolina at Greensboro Annual new teacher production (2010):  157
Undergraduate Elementary
University of North Carolina at Pembroke Annual new teacher production (2010):  39
Undergraduate Elementary
Undergraduate Secondary
University of North Carolina at Wilmington Annual new teacher production (2010):  211
Undergraduate Elementary
Undergraduate Secondary
Graduate Secondary
Wake Forest University Annual new teacher production (2010):  21
Undergraduate Elementary Some standard scores available
Graduate Secondary Some standard scores available
Western Carolina University Annual new teacher production (2010):  95
Undergraduate Elementary
Undergraduate Secondary
Graduate Secondary
Wingate University Annual new teacher production (2010):  25
Graduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Winston-Salem State University Annual new teacher production (2010):  26
Undergraduate Elementary Some standard scores available

Institutions with Teacher Training Not Rated

Brevard College
Chowan University
Duke University
Johnson C Smith University
Livingstone College
Montreat College
Mount Olive College
Saint Augustine's University
Shaw University
William Peace University

State Context

Good preparation does not guarantee that teachers will ultimately be effective, but there is much that states can do to ensure that new teachers are classroom ready. The tables below are drawn from NCTQ's 2013 State Teacher Policy Yearbook (Full State Report here) and offer a summary of North Carolina's teacher preparation policies, identifying strong policies and those in need of improvement.

Each state has a set of laws, rules and regulations that govern how teachers are prepared for the classroom.  These policies establish guidelines for admission to teacher preparation programs, set standards for what teachers should know and be able to do in order to be licensed, and can be used to hold preparation programs accountable for the quality of teachers they produce.

Although states regulate most aspects of how teachers are prepared, where in each state this authority lies is not standard across the country. And in some states,authority for different components of teacher preparation rests with different entities.