NCTQ’s evaluation of the elementary grades student teaching component of 134 university-based teacher preparation programs declared 101 of those programs to be “weak” or “poor.”  Benner’s critique finds fault at every level of the NCTQ evaluation, including development and interpretation of the standards of evaluation, sampling techniques, methodology, data analysis, and findings.  She concludes that despite this particular review being ill-conceived and poorly executed, there is much room for improvement in teacher education.