“It begs the question of: To what extent are they aligning their preparation with the science of reading?” Peske said. A council spokesperson likened them to “a black box.” The council wasn’t able to obtain materials from several of those programs, which tend to be shorter than traditional prep programs. The organization also did not rate alternative teacher certification programs, which account for six of the 10 largest teacher prep programs in the nation, based on their number of graduates. But some 440 programs declined to provide materials, so they were not reviewed. The sample is fairly large: Together, those programs produce around two-thirds of all elementary school teacher candidates annually.Īround 1,150 teacher prep programs met the criteria to be reviewed, based on the number of elementary teachers they graduated each year. ![]() To conduct its analysis, the National Council on Teacher Quality looked at course syllabi and materials, such as lecture notes and textbooks, from nearly 700 teacher prep programs across the U.S. ![]() The report comes amid an ongoing national debate about how children best learn to read, and how much emphasis schools should place on explicitly teaching certain key components of literacy, such as phonics.ĭozens of states have passed laws in recent years, according to a tracker maintained by Education Week, that require schools to use materials in line with the long-standing body of evidence on how children learn to read, often called the “science of reading.” Many of these laws also aim to improve teacher training.
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