A summary is presented of the findings of a reseach team contracted to conduct a study of the evaluation process of the National Council for Accreditation of Teacher Education (NCATE). Criticism is leveled at the lack of in-depth examination of how well the NCATE standards are being implemented in the education programs of colleges, and a question is raised as to whether or not NCATE accreditation actually represents a guarantee of minimum quality. Some constraints on NCATE's capacity to bring about change are pointed out. Strengths in the NCATE process are also noted. Recommendations are made for improving NCATE's evaluation process. In this summary, the response of NCATE to the study is included in the form of a dialogue between NCATE and IRT's research team, and the NCATE executive resolution resulting from analysis of the research report is recorded. (JD)