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Program Reporting Requirements: North
Carolina

General Teacher Preparation Policy

Look at National Findings
Goal

The state's approval process for teacher preparation programs should hold programs accountable for the quality of the teachers they produce. This goal was reorganized in 2017.

Best Practice
Suggested Citation:
National Council on Teacher Quality. (2018). Program Reporting Requirements: North Carolina results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NC-Program-Reporting-Requirements-81

Analysis of North Carolina's policies

Minimum Standards of Performance: North Carolina sets meaningful minimum standards of performance for many categories of data that programs must report. Commendably, one data point necessary for program approval requires programs to provide evidence that during the two preceding consecutive years, 95 percent of graduates employed by public schools have earned a continuing license.

Program Accountability: North Carolina articulates clear consequences for programs that fail to meet specific criteria. The State Board of Education reviews the status of each program annually and gives a designation of warned or probation based on clearly defined performance standards. As a result, the State Board may impose sanctions and mandate other, specifically listed requirements. Program approval is revoked if it has been assigned probation status for three consecutive years, or if it has been on probation status for one year and the State Board determines that it is necessary to revoke approval. A revocation is effective for at least two years before the program can seek initial authorization.

State Report Cards: North Carolina publishes annual report cards showing the data the state has collected on individual teacher preparation programs.

Program Approval Process: North Carolina maintains full authority over teacher preparation program approval. North Carolina requires that all public preparation programs obtain national accreditation, but the state also requires programs to meet additional state program and performance standards in order to receive approval.

Citation

Recommendations for North Carolina

As a result of North Carolina's strong policies on reporting teacher preparation accountability data and holding preparation programs to meaningful standards based on data, no recommendations are provided.

State response to our analysis

North Carolina was helpful in providing the facts necessary for this analysis.

Updated: October 2018

    • Best practice
    • Meets goal
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    • Meets a small part of goal
    • Does not meet goal

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How we graded

1D: Program Reporting Requirements 

  • Minimum Standards: The state should establish a minimum standard of performance for each category of data that is collected.
  • Articulated Consequences for Failure to Meet Minimum Standards: The state should hold teacher preparation programs accountable for meeting minimum standards of performance. As such, the state should have articulated consequences for programs failing to meet these standards and should require specific steps to develop a remediation plan. This may include on-site program inspection by qualified external bodies that may lead to loss of program approval.
  • Annual Reporting: The state should produce and publish an annual report card that provides all of the collected data for each individual teacher preparation program.
  • Approval Authority: The state should retain full authority over its process approving teacher preparation programs and should not grant any approval authority to accrediting bodies.
Minimum Standards
One-quarter of the total goal score is earned based on the following:

  • One-quarter credit: The state will earn one-quarter of a point if minimum standards of performance are set for each category of data the teacher preparation programs are required to report.
Articulated Consequences for Failure to Meet Minimum Standards
One-quarter of the total goal score is earned based on the following:

  • One-quarter credit: The state will earn one-quarter of a point if it holds teacher preparation programs accountable for meeting the minimum standards of performance, and if it clearly articulates the consequences for failing to meet the minimum standards, which may include loss of program approval.
Annual Reporting
One-quarter of the total goal score is earned based on the following:

  • One-quarter credit: The state will earn one-quarter of a point if it publishes all collected data on individual teacher preparation programs on an annual basis. 
Approval Authority
One-quarter of the total goal score is earned based on the following:

  • One-quarter credit: The state will earn one-quarter of a point if it retains full authority over the process for approving teacher preparation programs.

Research rationale

The state should examine a number of factors when measuring the performance of and approving teacher preparation programs.[1] Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.[2]

States have made great strides in building data systems with the capacity to provide evidence of teacher performance.[3] These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.[4]

National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen.[5] Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.[6]

[1] For general information about teacher preparation program approval see Rotherham, A. J., & Mead, S. (2004). Back to the future: The history and politics of state teacher licensure and certification. In F. Hess, A. J. Rotherham, & K. Walsh (Eds.), A qualified teacher in every classroom (11-47). Cambridge, MA: Harvard Education Press. Retrieved from https://www.nctq.org/nctq/research/1109818629821.pdf
[2] For additional discussion and research of how teacher education programs can add value to their teachers, see National Council on Teacher Quality. (2017). Teacher Prep Review. Retrieved from http://www.nctq.org/teacherPrep/2016/home.do
[3] Walsh, K., & Jacobs, S. (2007). Alternative certification isn't alternative. Thomas B. Fordham Institute. Retrieved from
http://files.eric.ed.gov/fulltext/ED498382.pdf
[4] For additional research on the status of teacher quality and the strengths and weaknesses of accreditation programs and policies in the U.S., see: U.S. Department of Education, Office of Postsecondary Education. (2010). The secretary's seventh annual report on teacher quality: A highly qualified teacher in every classroom. Retrieved from https://www2.ed.gov/about/reports/annual/teachprep/t2r7.pdf
[5] For a discussion of the lack of evidence that national accreditation status enhances teacher preparation programs' effectiveness, see: Ballou, D., & Podgursky, M. (1999, July). Teacher training and licensure: A layman's guide. Marci Kanstoroom and Chester E. Finn., Jr. (eds.), In Better teachers, better schools (pp. 45-47). Washington, DC: Thomas B. Fordham Foundation. Retrieved from http://www.edexcellence.net/sites/default/files/publication/pdfs/btrtchrs_10.pdf; Greenberg, J., & Walsh, K. (2008, June). No common denominator: The preparation of elementary teachers in mathematics by America's education schools. Washington, DC: National Council on Teacher Quality. Retrieved from http://www.nctq.org/dmsView/No_Common_Denominator_NCTQ_Report; Walsh, K., Glaser, D., & Wilcox, D. (2006, May). What education schools aren't teaching about reading and what elementary teachers aren't learning. Washington, DC: National Council on Teacher Quality. Retrieved from http://www.nctq.org/dmsView/What_Ed_Schools_Arent_Teaching_About_Reading_NCTQ_Report
[6] See Walsh, K., Joseph, N., & Lewis, A. (2016, November). Within our grasp: Achieving higher admissions standards in teacher prep. 2016 State Teacher Policy Yearbook Report Series. Retrieved from http://www.nctq.org/dmsView/Admissions_Yearbook_Report

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