Why focus on Licensure Tests to improve Elementary Reading?
Licensure tests provide a scalable and reliable measure that, with other evidence, can determine whether teachers are well prepared in the science of reading. While this is an area ripe for further research, the available evidence suggests that various measures of teachers’ knowledge of scientifically based reading instruction correlate with their students’ reading achievement gains.1 States with strong licensure tests can use results as indicators of programs’ strengths or shortcomings. The tests can also help verify that people who earn a teaching license truly do understand the science of reading.
State performance on Licensure Tests for Elementary Reading
Eighteen states (35%) have Strong performance in Licensure Tests for Elementary Reading
NCTQ evaluates whether states effectively use this policy lever by examining whether candidates are required to pass a reading licensure test, if they require the use of an acceptable reading test for elementary teacher candidates, and whether they publish relevant pass rate data. Learn more.
Explore the key actions below to learn more about how each state is implementing policies to improve Elementary Reading.
What are the key actions states should take?
State of the States 2024: Elementary Reading
Explore five policy actions states can take to strengthen implementation of the science of reading.
State Reading Policy Action Guide
Discover how states can implement and sustain strong reading instruction.
References
- Spear-Swerling, L., & Zibulsky, J. (2014). Making time for literacy: Teacher knowledge and time allocation in instructional planning. Reading and Writing, 27(8), 1353-1378; Moats, L. C., & Foorman, B. R. (2003). Measuring teachers’ content knowledge of language and reading. Annals of Dyslexia, 53(1), 23-45; Hudson, A. K., Moore, K. A., Han, B., Wee Koh, P., Binks-Cantrell, E., & Malatesha Joshi, R. (2021). Elementary teachers’ knowledge of foundational literacy skills: A critical piece of the puzzle in the science of reading. Reading Research Quarterly, 56, S287-S315; Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2009). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224-248.