Michigan's Performance
Moderate
Why does this matter?
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.
Why does Michigan stand out?
Michigan requires the use of an acceptable licensure test for elementary teacher candidates. All elementary teacher candidates are required to pass the licensure test.
Michigan used funding earmarked for updating its licensure test system to first update its teacher prep standards and then build licensure tests to match. The state saw higher pass rates on its new licensure test aligned with scientifically based reading instruction because candidates’ preparation was more closely aligned. Moreover, the state found a benefit to using a non-compensatory test (where candidates have to separately pass a subtest in each subject): Candidates were ultimately more successful because when they struggled in one area, they only needed to retake a subtest in that area, rather than studying for and paying for the entire test again.
What are the key actions Michigan
should take?
Key Resources
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.