The vast majority of Americans would likely agree that the abysmal literacy rates in our country pose a crisis that negatively impacts every facet of our society. More than one-third of fourth graders in the United States cannot read at a basic level.

Think about that. Over one-third of children have made it through elementary school without learning to read.

These reading rates are exponentially worse for students of color, students with learning differences, and children growing up in low-income households. Research conducted by the National Institutes of Health over the past 50 years shows that if children received evidence-based reading instruction, the reading failure rate would go from 3 in 10 students struggling to read to 1 in 10. The National Council on Teacher Quality (NCTQ) seeks to raise awareness about this urgent problem by systematically reviewing teacher preparation programs. The basic premise of this work is simple: equipping teachers with the knowledge and skills they need to effectively teach reading will disrupt this cycle of failure. In an effort to understand what is happening in teacher preparation programs, the NCTQ requests course materials from programs across the country. A panel of experts examines the materials by asking these questions:

• Does the program teach all five components of scientifically based reading instruction defined as phonemic awareness, phonics, fluency, vocabulary, and comprehension?
• Does the program ensure all teacher candidates have ample opportunities to practice and apply the skills being taught?
• Does the program use research-based materials?
• Does the program eliminate instruction on practices that have been scientifically debunked as ineffective? (Examples include three-cueing systems, implicit phonics, and the use of leveled text.)

Not all teacher preparation programs are on board with this review process. 693 programs provided material for review and 443 programs refused to submit their materials for review. Those 443 programs prepare an estimated 16,000 elementary teachers across 44 states each year. Here are a few key findings from the 693 programs that participated in the process. Note that before results were published, the NCTQ submitted their findings to each participating program and allowed the program to provide further evidence and materials for review.

• Only 25% of programs adequately address all five core components of reading instruction.
• Over 40% of programs continue to teach instructional practices that can impede student learning.
• 30% of programs do not require any practice opportunities on any components of reading. This means that while the program may address an area on a theoretical basis and require exam questions in a specific area, they do not require aspiring teachers to practice or apply the skill.
• 88% of programs offer no practice opportunities for teaching English Language Learners (English Language Learners comprise over 5 million students enrolled in public schools and are one of the fastest-growing populations of students in the country.)
• 81% of programs do not offer any practice opportunities for teacher candidates to work with struggling readers.

While these statistics are alarming, we can build off the examples of programs that are providing teacher candidates with the opportunity to learn about and practice evidence-based strategies that empower children with the skills they need to become successful readers. Programs that cover all five components of reading, provide practice opportunities for teachers, and don’t include scientifically-debunked methods of instruction earn an A+. Grade points are deducted for failing to include an area of the five required components, failing to provide practice opportunities, or including practices that are contrary to the science of reading. Colorado, Arizona, Mississippi, New Mexico, Utah, and Virginia stand out for having the most high-scoring programs. Connecticut, Iowa, New York, and South Carolina, in contrast, have more programs with lower quality preparation programs.

Find the full report from the National Council on Teacher Quality here

To find a program by name or state, click here