RETHINKING SCHOOLS | 53 A t the end of my irst year as an assistant profes- sor at the University of New Mexico, a Hispanic- Serving Institution in the urban Southwest, I was unexpectedly called to a meeting with the dean of my college to discuss a forthcoming evaluation from the National Council on Teacher Quality (NCTQ), a po- litical advocacy organization that has published a number of high-proile reports aimed at ranking and sorting colleges of education and teacher preparation programs. As a literacy pro- fessor tasked with teaching reading methods courses, I am ac- customed to being in a high-stakes ield where theories of how Ignoring Diversity, Undermining Equity NCTQ and Elementary Literacy Instruction BY KATHERINE CRAWFORD-GARRETT Katherine Crawford-Garrett is an assistant professor of teacher education at the University of New Mexico. She co-authored the article “Activism Is Good Teaching: Reclaiming the Profession” in the Winter 2015–16 issue of Rethinking Schools. Illustrator Christiane Grauert’s work can be found at christiane-grauert.com. CHRISTIANE GRAUERT