Having an effective teacher is the most important factor in student achievement, but there seems to be little consistency in how we train teachers, according to a new study by National Center on Teacher Quality (NCTQ). The NCTQ Teacher Prep Review came out recently, rating teacher prep programs from 1,130 academic institutions across the nation.
The institutions were rated on different categories such as how selective they were in admissions, the effectiveness of their student teaching programs, the strength of their curriculum and classroom management programs, and whether the institution tracked the effectiveness of their graduating teachers. Overall, the report’s findings are dismal. Less than 10% of all programs earned three or more stars on the four-star rating scale. Only one institution in the entire country earned more than three stars for both an elementary and secondary program (Ohio State University).
The programs rated by the report produce 99% of traditionally trained new teachers, which means what they teach effects many of our nation’s most vulnerable youth. The average first year teacher tends to be assigned to students who are already behind grade level. Too often these children are low-income and students of color.
Where Do Connecticut’s Teacher Prep Programs Stand?
Connecticut’s ratings wavered between mediocre and terrible. While none of Connecticut’s 29 rated programs received a “Consumer Warning” for earning less than one star, only the graduate secondary program at Southern Connecticut State University received 3 out of 4 stars, placing them on the Teacher Prep Review’s Honor Roll. We may not be the worst in the nation, but we are far from being the best. Here’s how Connecticut stacked up nationally:Read More »