Teacher Preparation Program Accountability

Delivering Well Prepared Teachers Policy

Teacher Preparation Program Accountability

The state's approval process for teacher preparation programs should hold programs accountable for the quality of the teachers they produce.

Best practices

Florida connects student achievement gains to teacher preparation programs. The state also relies on other objective, meaningful data to measure the performance of teacher preparation programs, and it applies transparent, measurable criteria for conferring program approval. Florida also posts an annual report on its website. 

Suggested Citation:
National Council on Teacher Quality. (2011). Teacher Preparation Program Accountability national results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/national/Teacher-Preparation-Program-Accountability--6
Best practice 1

State

Meets goal 1

State

Nearly meets goal 5

States

Meets goal in part 6

States

Meets a small part of goal 16

States

Does not meet goal 22

States

Research rationale

For discussion of teacher preparation program approval see Andrew Rotherham's chapter "Back to the Future: The History and Politics of State Teacher Licensure and Certification." in A Qualified Teacher in Every Classroom. (Harvard Education Press, 2004).

For evidence of how weak state efforts to hold teacher preparation programs accountable are, see data on programs identified as low-performing in the U.S. Department of Education, Secretary's Seventh Annual Report on Teacher Quality 2010 at:
http://www2.ed.gov/about/reports/annual/teachprep/t2r7.pdf 

For additional discussion and research of how teacher education programs can add value to their teachers, see NCTQ, Tomorrow's Teachers: Evaluation Education Schools, available at http://www.nctq.org/p/edschools.

For a discussion of the lack of evidence that national accreditation status enhances teacher preparation programs' effectiveness, see D. Ballou and M. Podgursky, "Teacher Training and Licensure: A Layman's Guide," in Better Teachers, Better Schools, ed. Marci Kanstoroom and Chester E. Finn. Jr. (Washington, D.C.: Thomas B. Fordham Foundation, 1999), 45-47. See also No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools (NCTQ, 2008) and What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning (NCTQ, 2006).

See NCTQ, Alternative Certification Isn't Alternative (2007) regarding the dearth of accountability data states require of alternate route programs.

  • © 2020 National Council on Teacher Quality. All rights reserved.

  • 1440 G Street NW Ste. 8193, Washington, D.C., 20005

  • 202 393-0020

Map