State Teacher Policy Database Homepage › Utah › Policy Priority: Elementary Reading

Licensure Tests

Learn more about how Utah is performing on Licensure Tests in the Elementary Reading policy area.
Go to a policy lever Licensure Tests High-Quality Instructional Materials Preparation Program Approval Professional Learning Teacher Preparation Standards
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Utah's Performance

Strong
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. Explore the key actions below to learn more about how Utah is implementing Licensure Test policies to improve Elementary Reading.

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 Utah stand out?

Utah requires the use of an acceptable licensure test for elementary teacher candidates. All elementary teacher candidates are required to pass the licensure test.

Utah is phasing in a new reading licensure test, the Foundations of Reading, over a four-year period. In year 1, programs could opt into taking the test. In year 2, everyone had to take it, but there was no cut score (or programs could set their own). In year 3, everyone was required to take it and would be held to the state’s cut score, but the passing test was not required for a teaching license. In year 4, candidates must pass the test to earn a teaching license—and programs will be responsible for helping candidates succeed on the exam.

Utah’s implementation of the new licensure has been successful due to:

  • A four-year rollout gives programs time to build capacity and revamp coursework.
  • The Foundations of Reading test requirement is in law, making it harder to change.
  • The state engages prep programs in closely tracking candidates’ data and using that data to identify strong programs that can train other program faculty.
  • The state pays for aspiring teachers’ first test attempt so the requirement does not pose an excessive burden on candidates.
  • Utah engages their testing company to provide additional training on how to use the data management system to further explore the data.

What are the key actions Utah
should take?

    • See what these exemplars are doing in this policy area:

    Michigan
    Texas

    Key Resources

    State of the States 2024: Elementary Reading

    Explore five policy actions states can take to strengthen implementation of the science of reading.

    Explore resource

    State Reading Policy Action Guide

    Discover how states can implement and sustain strong reading instruction.

    Explore resource

    Teacher Prep Review: Reading Foundations

    Learn more about how over 700 elementary teacher preparation programs are preparing educators to teach reading.

    Explore resource

    More than just words: 7 Approaches to monitoring the implementation of reading laws

    Dive into how states are turning policy into practice.

    Explore resource
    References
    1. 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.