NCTQ Standard 13 - Equity

The program ensures that teacher candidates experience schools that are successful in serving students who have been traditionally underserved.

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

Programs will not be scored for their performance relative to this standard.  As NCTQ has done in an earlier review of teacher preparation programs, data on program performance will be made publicly available in a manner that allows for comparison of institutions in relative geographic proximity.

Indicators that the program meets the standard:

13.1 When evaluated in the context of teacher preparation programs that are in relative geographic proximity, the proportion of a program’s student teaching placements that are made in schools that can be classified as “high functioning and high needs” can signal a commitment to ensuring that all teacher candidates experience teaching in such learning environments.  For purposes of classification, schools are designated as “high functioning and high needs” if:

  • Average student performance in reading and mathematics both exceed the district average or the school has been designated by its state as having recently made significant improvements in average student performance in reading and mathematics, AND
  • Forty percent or more of students are eligible to receive free or reduced-price meals.


A program will receive a “strong design” designation if a relatively large proportion of its student teaching placement sites are in “high functioning and high needs” schools and every teacher candidate experiences (through activities ranging from structured observations to student teaching) traditional or public charter schools, or individual classrooms that are successfully serving high needs populations, with success defined as exceeding expectations on state assessments and in graduation rates.