Detailed course-level findings
All elementary teacher candidates should learn scientifically based reading instruction, the research-based content and methods to effectively teach all children to read. This content should be clearly evident in a teacher preparation program’s course materials, including class session topics, assignments, practice opportunities, and background materials. The five core components of scientifically based reading instruction evaluated under this standard are: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.
A review of ELEM 6250 and READ 6131 finds the program earns a C for providing adequate coverage for three components.
To meet coverage requirements for a component, a program must earn at least 8 out of 12 points based on addressing the component through four instructional approaches: instructional hours, background materials (e.g., textbooks, readings, and other resources), objective measures of knowledge (e.g., tests or written assignments), and practice/application. A program can earn up to three points for each instructional approach.
Analysis found there was adequate coverage of the following component(s):
- Fluency: 8.75 of 12 points
- Vocabulary: 8 of 12 points
- Comprehension: 10 of 12 points
Analysis found there was
not adequate coverage of the following component(s):
- Phonemic Awareness: 6 of 12 points
- Phonics: 7.62 of 12 points
Evidence of Content Contrary to Research-Based Practices
Analysis
found no evidence of course content focused on practices that run contrary to research.
For additional information on how programs are scored, please review the
technical report. The link below provides a more detailed program summary, including course-level analysis based on the material provided.
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Support for Range of Learners
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Ungraded: Findings did not contribute your grade)
All elementary teacher candidates should be prepared to teach culturally and linguistically diverse students. To elevate the importance of instruction on how to support a range of learners, including struggling readers, English language learners, and students who speak language varieties other than mainstream English (e.g. speakers of African American English or Appalachian English), this analysis looks for evidence in the teacher preparation program’s course materials including class session topics, assignments, practice opportunities, and background materials.
To provide feedback on how institutions address instruction, a program can earn up to a total of eight points for each population over four instructional approaches:
instructional hours,
background materials (e.g. textbooks, readings, and other resources),
objective measures of knowledge (e.g. tests and written assignments), and
practice/application. A program can earn up to two points for each instructional approach.
Analysis found the following coverage for supporting a range of learners:
- Struggling Readers: 6 of 8 points, placing this program at the 84th percentile among evaluated programs.
- English Language Learners: 2 of 8 points, placing this program at the 36th percentile among evaluated programs.
- Students who speak language varieties other than mainstream English: 0 of 8 points, placing this program at the 1st percentile among evaluated programs. Note that programs' attention to this group of students is nascent, and few programs had evidence of any attention in this area.
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