Why focus on Professional Learning to improve Elementary Reading?
If teachers have the knowledge and skills to teach reading, they can have a greater positive impact on children’s literacy. Unfortunately, thousands of teachers are in classrooms right now without sufficient knowledge of the science of reading. States can help close the gap in teachers’ knowledge and skills by requiring and funding high-quality professional learning.
State performance on Professional Learning for Elementary Reading
Twenty-four states (47%) have Strong performance in Professional Learning for Elementary Reading
NCTQ evaluates whether states effectively use this policy lever by examining if they require in-service elementary teachers to participate in scientifically-based reading instruction professional learning and whether the state allocates funding for such programs. Learn more.
Explore the key actions below to learn more about how each state is implementing policies to improve Elementary Reading.
Who stands out?
What are the key actions states 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
- Folsom, J. S., Smith, K. G., Burk, K., & Oakley, N. (2017). Educator outcomes associated with implementation of Mississippi’s K–3 early literacy professional development initiative (REL 2017–270). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. http://ies.ed.gov/ncee/edlabs
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Hill, H., & Papay, J. (2022). Building Better PL: How to strengthen teacher learning determining what works in teacher professional learning. https://annenberg.brown.edu/sites/default/files/rppl-building-better-pl.pdf