NCTM NCATE Standards for Mathematics Teacher Preparation
The NCATE accreditation process for mathematics teacher preparation programs requires a review of individual institutional programs by NCTM, the specialized professional association (SPA). The review process requires colleges and universities submitting program reviews to use the NCTM NCATE Standards as the basis for determining which of the required assessments (6-8 for Options A and C) provide evidence of candidate mastery of SPA-specific standards.
NCTM NCATE Standards (2003)
Use of the NCTM NCATE Standards (2003) and their associated indicators has been required of colleges and universities submitting program reviews since 2005. Program reports based on these standards and aligned to associated indicators may be submitted through the Fall 2014 review cycle.
Initial (first teaching license) Preparation Programs
Report templates and instructions for the preparation of NCATE program reports based on the NCTM NCATE Standards (2003) can be downloaded from the NCATE website.
Please read the Top Ten Mistakes to Avoid (PDF) document for helpful information in preparing your report.
Additional Report Compiler Training information.
State Licensure/Certification Exams
In all program reports, Assessment #1 is the state-required licensure or certification exam. Institutions must provide a description of the exam(s) and an alignment to the NCTM NCATE Standards (2003) and indicators, which are accessible via the links above.
The Educational Testing Service (ETS) gave an NCTM panel access to test items and specifications for the Praxis II mathematics content exam (0061) in December 2005 as part of a benchmarking project. As a result, NCTM is able to provide the following alignment for that exam only. For all other exams, institutions should provide a description of how the alignment contained in the report was determined.
Praxis II mathematics content exam (0061) alignment (PDF)
Guidelines for Using Grades as an Assessment
NCATE has established guidelines for using grades as an assessment. These were established in October 2007 and revised in Spring 2013. These take the place of the previously published NCTM guidelines.
The NCTM NCATE Guidelines for Using Grades as an Assessment (PDF) contains mathematics-specific examples of alignment matrices and data tables.
Program Recognition Decision Rule
For mathematics education program reports submitted to NCATE and reviewed by NCTM-trained reviewers, there is no specific number of standards that must be met for National Recognition. However, to achieve National Recognition, the program report must demonstrate that at least 80% of all indicators are addressed and at least one indicator is addressed for each standard.
NCTM CAEP Standards (2012)
In October 2012, updated NCTM NCATE Standards (2012) were approved by NCATE's Specialty Areas Study Board (SASB). Beginning with the Spring 2015 review cycle, all colleges and universities submitting program reviews will be required to base their submissions on the NCTM NCATE Standards (2012). Prior to Spring 2015, institutions may continue to use the NCATE NCATE Standards (2003) or use the updated NCTM NCATE Standards (2012). Note that required mathematics content knowledge for all levels of mathematics teacher candidates is specified in a content addendum accompanying each set of standards. Reviewer rubrics by level include proposed program evidence and decision criteria.
Initial (first teaching license) Preparation Programs
Advanced Preparation Program
Report templates and instructions for the preparation of CAEP program reports based on the NCTM CAEP Standards (2012) can be downloaded from the NCATE website.
Get complete information regarding Report Compiler Training
using the NCTM CAEP Standards 2012.
State Licensure Exams
For all program reports Assessment #1 is the state-required licensure content exam. Institutions must provide a description of the exam contents and two or three years (depending on number of current year completers) of individual completer performance data on state-required mathematics content licensure tests aligned to competencies specified in the NCTM CAEP Standards (2012) Mathematics Content for Secondary (or Middle Grades) and demonstrating an 80% or better overall pass rate.
Educational Testing Service (ETS) allowed an NCTM Praxis alignment panel access to test items and specifications for newly revised and regenerated tests Praxis Mathematics: Content Knowledge (Exam 5161) and Praxis Middle School Mathematics (Exam 5169) during Spring 2013. Beginning with the October 2013 administration, Exam 5161 replaces Mathematics: Content Knowledge (0061) and Exam 5169 replaces Praxis Middle School Mathematics (0069). An alignment of each of these tests to competencies identified in the NCTM CAEP Standards (2012) Mathematics Content for Secondary (or Middle Grades) represent the collaborative efforts of NCTM and ETS and are presented below.
For institutional programs using the NCTM CAEP Standards (2012) with Praxis Mathematics: Content Knowledge (Exam 0061/5061) or Praxis Middle School Mathematics (Exam 0069) administered September 2005 through August 2013, further NCTM ETS collaboration has resulted in alignments to competencies identified in the NCTM NCATE Standards (2012) Mathematics Content for Secondary (or Middle Grades) and are presented below.
other state licensure exams, institutions should provide a description of how
the alignment to competencies specified in the NCTM CAEP Standards (2012)
Mathematics Content for Secondary (or Middle Grades) contained in the
report was determined.
Using Course Grades as an Assessment of Candidate Content Knowledge
The approval of the NCTM CAEP Standards (2012) provides the impetus for updating how the NCATE
guidelines for documenting course grades as an assessment are applied by
programs electing to use grades in mathematics courses as an assessment of
candidate content knowledge.
Course grades may be used with
the NCTM CAEP Standards (2012) for only one assessment of
candidate content knowledge. Rather than aligning courses with NCTM standard
indicators as required when using the NCTM NCATE Standards (2003),
required mathematics or mathematics education courses selected for inclusion
must now be aligned to elements of the NCTM CAEP Standards (2012) and
to the NCTM NCATE Mathematics Content for Secondary, Middle Grades, or Elementary
To assist program report
writers, compilers, and reviewers in making the transition to the new alignment
requirements, a step-by-step guide detailing how the NCATE Documenting
Course Grades as an Assessment of Candidate Content Knowledge document is
operationalized when used in conjunction with the NCTM CAEP Standards
(2012) and NCTM NCATE Mathematics Content for Secondary, Middle Grades, or
Elementary Mathematics Specialist has been developed. In addition,
content alignment table templates for each preparation level are available for
downloading. The appropriate downloaded form must be used for entering
the required information. Note that these alignment tables have been created to
free program report compilers from retyping forms.
level programs (e.g., MAT or M.Ed.) that rely on undergraduate
mathematics coursework taken by program candidates at another institution or in
a different academic major must complete a transcript analysis to determine the
sufficiency of courses taken and to specify coursework required to remediate
mathematics content deficiencies of admitted candidates. The transcript analysis
process must adhere to the guidelines and documentation requirements specified
Program Recognition Decision Rule
For mathematics education program reports based on the NCTM CAEP Standards (2012) that are submitted to NCATE and reviewed by NCTM-trained reviewers, to achieve National Recognition, the program report must demonstrate all of the following:
- The NCATE requirement for an 80% pass rate on state licensure test(s) is met.
- More than 50% of the elements (essential and required additional) of each standard are met at the acceptable or target level.
- Data from two administrations are included in the report.
NCTM Trained NCATE Reviewers
Initial Training: NCTM offers training to prepare higher education experts to serve as reviewers of mathematics education program reports for NCATE. Qualifications and performance expectations are as follows:
- Current membership in NCTM
- Degree in mathematics or mathematics education
- Higher education faculty or administrators, graduate students, or state mathematics accreditation employees
- Familiarity with and the application of NCTM NCATE Standards
- Teaching or other experience related to P-12 mathematics education
- Ability to make reasoned, unbiased professional judgments about mathematics teacher education programs based on their alignment with NCTM NCATE Standards
- Commitment to completing reviews by specified deadlines
- Participation in reviewer training updates
- Confidentiality of information and results
- Ability to work toward consensus in team deliberations
A reviewer application and curriculum vitae must be submitted and approved by the NCTM NCATE SPA Coordinator prior to participation in the training. After successful completion of the reviewer training, the names of trained reviewers are forwarded to NCATE to be added to the list of qualified program reviewers. NCATE is responsible for the program review process, including the assignment of reviewers to program reports.
NCTM NCATE initial reviewer training occurs in two ways:
- In-person training is typically offered each year at the AMTE Conference. The 18th Annual AMTE conference was held February 6-8, 2014, at the Hyatt Regency Irvine, Irvine, CA. For additional information, visit the AMTE conference registration site or e-mail the NCTM NCATE SPA Coordinator.
- Online training is offered twice each year (depending upon demand) prior to the fall and spring review cycles. Contact the NCTM NCATE SPA Coordinator for additional information.
Subsequent Training: NCTM NCATE Reviewer Polishing online sessions for experienced reviewers are offered multiple times prior to the fall and spring review cycles.