This article draws contrasts between useful, research-based recommendations for the further development and assessment of teacher- and leader-preparation programs and those studies aiming at total "reform" that are frequently distinguished by their questionable methods, faulty assumptions, and complete disregard for the established research in this field. An example of such faulty research driven by a clearly political agenda is the survey of Illinois teacher preparation programs performed in 2010 by the National Council on Teacher Quality. The NCTQ study's methodology is presented in detail, as are the study's ad hoc demands for further, asymmetrical information from the institutions being studied. These demands for information themselves contrast with the minimal information available on NCTQ membership and aims. School leaders are advised to question any reform initiative that seems primarily designed to seize the attention of the mass media and politicians.