(D)(4) Part B Narrative, North Carolina, October 2013
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Race to the Top Progress Update
Sub-criterion (D)(4)
Part B: In preparation for monthly calls, States must submit written responses to the following
questions for two application sub-criteria (e.g. (A)(2) and (D)(4)). 1 All responses in this section
should be tailored to the goals and projects associated with this sub-criterion.
Application sub-criterion:2
(D)(4) Improving the effectiveness of teacher and principal preparation programs

Link student achievement and student growth data to the students’ teachers and
principals, to link this information to the in-State programs where those teachers and
principals were prepared for credentialing, and to publicly report the data for each
credentialing program in the State; and

Expand preparation and credentialing options and programs that are successful at
producing effective teachers and principals
North Carolina’s self-described goals for this sub-criterion

Increase the percentage of public and private teacher preparation programs for which
the public can access information on the achievement and growth of the graduates’
students.

Increase the percentage of public and private principal preparation programs for
which the public can access information on the achievement and growth of the
graduates’ students.
Relevant projects
1
2

Publish Institution of Higher Education (IHE) Report Cards that link public and
private teacher and principal preparation programs to the growth of the graduates’
students, as well as provide other important information, such as the percentage of
graduates licensed and employed.

Review and approve educator preparation program revisions to ensure that programs
are well-designed to prepare participants to become effective teachers, administrators,
and superintendents.

Launch UNC Teacher Recruitment Initiative to develop a strategic plan for
coordinating teacher recruitment efforts. Included within this initiative is an
alternative teacher certification track for math and science majors at participating
UNC campuses.
On each monthly call, program officers and states should work together to select two sub-criteria for the following month.
All highlighted fields will be pre-populated by the Department Program Officer prior to State completion.
(D)(4) Part B Narrative, North Carolina, October 2013
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1. Is the State on-track to implement the activities and meet the goals and performance
measures that are included in its approved scope of work for this sub-criterion? If so,
explain why. If not, explain why not.
North Carolina is on-track to implement the activities and meet performance measures for this initiative.
IHE Report Cards
NCDPI provided IHEs across the state with information on the state’s READY initiatives and on
changes to the state’s licensure process resulting from the General Assembly (including new
exams on literacy and the Revised Standard Course of Study, as well as a requirement for
elementary candidates to be able to integrate the arts across the curriculum). NCDPI staff
conducted two IHE Institutes in September for 142 representatives from 47 IHEs across the state,
and will hold seven regional meetings for IHE representatives to collaborate on strategies to
address these changes.
NCDPI is on-track to publish the second annual IHE Report Card for the 2012-13 school year.
NCDPI instituted a new roster verification process to better link beginning teachers to the IHE
that provided their coursework for licensure. NCDPI matched data used to create the Annual
IHE Performance Report mandated by the NC General Assembly (a separate report from the
IHE Report Card) to employment databases to identify teachers in their first three years of
teaching associated with each IHE, then provided lists to the respective IHEs in August for them
to verify and make requests for changes.
Almost all data required for the 2012-13 IHE Report Card is populated. Data for standards one
through five in the North Carolina Educator Evaluation System have been populated, though
because of delays in receiving data from the implementation of new assessments in the 2012-13
school year data for standard six has been delayed. All remaining data will be available within
three-four weeks and will not cause delays for publishing the 2012-13 report cards on time.
The SAS Institute agreed to generate a campus-wide value added score for each IHE, and is
examining the possibility of generating value-added scores for each licensure area associated
with an IHE. Such data will not be included in the upcoming report card, but NDPI staff will
discuss the process and data with representatives from IHEs in the coming year to determine
whether to integrate such a measure into future IHE report cards.
Additionally, the North Carolina General Assembly required that NCDPI report on the
effectiveness of the graduates from IHE teacher preparation programs as a part of their mandated
Annual IHE Performance Report and the Educator Preparation Report Cards (S.L. 2013-226),
providing additional avenues for the public and stakeholders to view this information.
UNC Teacher Recruitment Initiative
Work has begun on the UNC Teacher Recruitment Initiative. UNC General Administration
(UNC-GA) has established rolling 5-year enrolment growth goals for each university teacher
preparation program in the university system. The productivity goals address initially licensed
(D)(4) Part B Narrative, North Carolina, October 2013
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teachers in traditional, alternative, and high needs areas (mathematics, science and special
education). The growth goals were established by a research team based on the supply of and
demand for teachers in the state and it is currently being updated.
Additionally, each UNC teacher preparation program has developed a Teacher Recruitment Plan
based on their 5-year growth goals and market research. The plans include strategies for
increasing the number of inquiries they receive and are based on conversion ratios (how many
inquiries to your program do you need to produce X number of teachers). The programs also are
asked to outline specific recruitment strategies for implementing their plans. UNC-General
Administration will use the individual IHE program growth goals and Teacher Recruitment Plans
to establish budget priorities and advocate for State funding to support the implementation of the
plans.
2. Does the State have evidence indicating the quality of implementation for this subcriterion? What is/has the State doing/done as a result of this information?
North Carolina is using several measures to ensure that the IHE information made available to
the public related to student achievement and growth of the IHE graduates’ students is accurate
and of high quality. Professional development, collaborative networking meetings, data review
and roster verification are the primary ways the State is ensuring fidelity of implementation. For
example, based on feedback from the process for the 2011-12 IHE Report Card, NCDPI was
able to prepare for the roster verification process (as described under question one) and
implement the process earlier.
IHE Report Card data on student achievement has only been available for one year, thus the
State has had limited opportunity to use it in the IHE program approval process or for informing
SBE policy decisions. Plans are to use the data in the future as an integral component of the
State’s IHE approval process.
3. What obstacles and/or risks could impact the State’s ability to meet its goals and
performance measures related to this sub-criterion?
Linking IHEs to the student growth measures for their recent graduates is new for IHEs in North
Carolina, and NCDPI is being diligent to ensure the data presented is accurate and that the State
communicates clearly about how the data is and will be used. This change comes in addition to
the changes to the education system in the state that IHEs are adapting to in order to prepare their
students to become effective classroom teachers. NCDPI is working to maintain a positive
relationship with IHEs across initiatives, and is committed to using graduate outcome data to
improve educator preparation programs in North Carolina.
Evaluation: Based on the responses to the previous question, evaluate the State’s
performance and progress to date for this sub-criterion (choose one)
(D)(4) Part B Narrative, North Carolina, October 2013
Red (1)
3
Orange (2)
Yellow (3)
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Green (4)3
Red – substantially off-track and/or has significant quality concerns; urgent and decisive action is required; Orange –off-track
and/or there are quality concerns; many aspects require significant attention; Yellow –generally on-track and of high or good
quality; only a few aspects require additional attention; Green – on-track with high quality.