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NCTQ Standard 1 - Selection Criteria

The program screens for academic caliber in selecting teacher candidates.

Standard applies to: Elementary, Secondary and Special Education programs.

Indicators that the program meets the standard:

  1. At the undergraduate level, the program utilizes for admission a requirement of a GPA of 3.0 or higher either for college preparatory coursework in high school (in cases of admission for preparation in the first several years of college) or for coursework in the first two years of college.
  2. In the absence of the requirement for admission of a GPA of 3.0 or higher, the college or university is either sufficiently selective (as indicated by a mean combined SAT mathematics and verbal score of 1120 or above of a mean ACT composite score of 24 or above), or the program utilizes a standardized test of academic proficiency that allows comparison of applicants to the general college-going population and selection of applicants in the top half of that population.
  3. At the graduate level, the program utilizes for admission consideration both an applicant’s undergraduate GPA of 3.0 or above (overall or in upper division coursework) and either:
  • The score on one of the standardized tests of academic proficiency used commonly in higher education for graduate admission (e.g., the GRE), OR
  • An audition process that includes, but need not be limited to, tasks that assess the applicant’s

    • Classroom presence
    • Problem-solving and interpersonal skills
    • Capacity to persevere in the pursuit of improved student outcomes.
    • STRONG DESIGN

An undergraduate program will receive a “strong design” designation in either of the following cases:

  • The program meets the selectivity standard based on 1.1 above and also satisfies indicator 1.2, wither due to the selectivity of the institution in which it is housed or due to its utilization of a standardized test of academic proficiency that allows comparison of applicants to the general college-going population and selection of applicants in the top half of that population; OR
  • The program meets the selectivity standard based on 1.1. or 1.2 above AND the racial diversity of the program, in combination with all other undergraduate teacher preparation programs at its institution, is greater than the racial diversity of the institution itself.

    1. STRONG DESIGN

A graduate program will receive a “strong design” designation if it meets the selectivity standard based on 1.3 above AND the racial diversity of the program in combination with all other graduate teacher preparation programs at its institution is greater than the racial diversity of the state’s teachers.