Louisiana’s Performance
Weak
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. Explore the key actions below to learn more about how Louisiana is implementing Preparation Program Approval policies to improve Elementary Reading.
Why does this matter?
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.
What are the key actions Louisiana should take?
See what these states are doing in this policy area:
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
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