National Council on Teacher Quality
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| Abbreviation | NCTQ |
|---|---|
| Motto | Ensuring every child has an effective teacher |
| Formation | 2000 |
| Purpose | Education reform |
| Headquarters | Washington, D.C. |
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President
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Kate Walsh |
| Website | nctq |
The National Council on Teacher Quality (NCTQ) is a think tank founded in 2000 and based in Washington, D.C. that advocates for tougher evaluations of classroom teachers. It is primarily known for its Teacher Prep Review, a report released in June 2013 that found American teacher education programs largely inadequate.
The National Council on Teacher Quality was founded in 2000 by the Thomas B. Fordham Institute as an advocacy group to overhaul education and challenge its current system. The council advocates for tougher evaluation of classroom teachers. Diane Ravitch, who was on its board at its founding, said they were conservatives who thought that teacher training institutions were "too concerned about self-esteem and social justice and not concerned enough with basic skills and academics." Its board contains members of the Reagan, Clinton, and Bush administrations. The organization is based in Washington, D.C. and headed by Kate Walsh.
On June 18, 2013, NCTQ released its first report and rankings of teacher preparation programs, the Teacher Prep Review, via news magazine U.S. News & World Report's website. The report found that teacher education programs did not satisfactorily prepare teachers, and referred to the field as "an industry of mediocrity". The study surveyed over a thousand programs, and rated them with exceptionally low scores overall. Less than 10 percent of the schools listed received three or more stars out of four, and only four schools received four full stars. The Associated Press's Philip Elliott and PBS NewsHour's John Merrow called the report "scathing". The report stated that teacher education programs did not adequately return its students' monetary and time investments, or prepare first-year teachers with content knowledge and classroom management skills fit for diverse classrooms. Its suggestions for rectifying these problems were raising the criteria for admission to the programs and teaching "the most effective methods to help students".
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