Lack of Public Reporting on Differences in Teacher Preparation Quality Fails to Safeguard Public Interest

49 states do not publish critical data on program pass rates, leaving aspiring teachers in the dark about programs where they are unlikely to qualify for a standard teaching license


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A new Databurst from the National Council on Teacher Quality (NCTQ), Maintaining strong elementary content requirements for prospective teachers, documents the fact that 49 states do not publish the elementary content state licensing test data that the public needs. These data would reveal programs' varying first-time pass rates, which would provide important information to aspiring elementary teachers about program quality. States instituted these tests to ensure that aspiring elementary teachers have a firm grasp of mathematics, English language arts, science, and social studies and candidates who do not ultimately pass the test will not qualify for a standard teaching license.

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