Why focus on Preparation Program Approval to improve Elementary Reading?
Without detailed reviews, states cannot guarantee programs are adequately preparing teachers to teach reading. Clear evidence from teacher surveys1 and NCTQ’s Teacher Prep Review demonstrates that prep programs are not teaching aspiring elementary teachers about scientifically based reading instruction. Since programs have to be approved by states in order to operate, states should leverage their full authority to verify that policies are carried out in practice.
State performance on Preparation Program Approval for Elementary Reading
Sixteen states (31%) have Strong performance in Program Approval for Elementary Reading
NCTQ evaluates whether states effectively use this policy lever by examining whether they require inclusion of reading experts in instructional reviews, whether they review course syllabi as part of the program renewal process, use of pass rate data in program approval, and whether they maintain control of the program approval process. Learn more.
Explore the key actions below to learn more about how each state is implementing policies to improve Elementary Reading.
What states are making progress?
What are the key actions states
should take?
Key Resources
More than just words: 7 Approaches to monitoring the implementation of reading laws
Dive into how states are turning policy into practice.
Teacher Prep Review: Reading Foundations
Learn more about how over 700 elementary teacher preparation programs are preparing educators to teach reading.
References
- EdWeek Research Center. (2020). Early reading instruction: Results of a national survey of K-2 and elementary special education teachers and postsecondary instructors. Washington, DC: Education Week. https://www.edweek.org/research-center/research-center-reports/early-reading-instruction-results-of-a-national-survey