Western Oregon University

Analysis under the Program Diversity standard was last completed in 2021. The methodology and summary results for that review can be found here. Individual program grades also remain available by using the "Refine Results" tool on this program grades page.

A revised methodology has been developed with the intent to publish findings in 2025. Related to that analysis, the Teacher Diversity Dashboard provides state and institution-level data that is used to generate briefs examining those data.

Courses reviewed: ED 477, ED 665, and ED 685

The research-based content proven to be necessary for teaching all children to read should be clearly evident in course materials such as lecture topics, assignments and textbooks. All of a program's required reading courses — not just some courses — should impart what is necessary to teach reading.

We were unable to determine a rating on the standard for this program because information regarding instruction and expectations of teacher candidates in required coursework is insufficient.

Addressing learning loss and building the math skills of young students demands urgent action by all sectors of the education community, including educator preparation programs. In order for elementary schools to deliver equitable and effective instruction in mathematics to all students, they need their teachers to have acquired the mathematics content and pedagogical knowledge specified in commonly accepted mathematics education standards.

This program was not included in the 2022 Elementary Mathematics analysis.

To be successful, elementary teachers need content knowledge in science and social studies, both to build their students' understanding of the world and their critical thinking skills, and also to support students in becoming strong readers. Becoming a strong reader requires cumulative exposure to content knowledge, cutting across multiple domains and disciplines. The courses aspiring teachers take gives them strong background knowledge in these subjects, and in turn, they give this knowledge to students.

There is no letter grade associated with the 2023 Building Content Knowledge standard. Please view this program's detailed analysis and recommendations using the Content Coverage Tool.

Analysis under the Clinical Practice standard was last completed in 2020. The methodology and summary results for that review can be found here. Individual program grades also remain available.

The next iteration of the standard is currently being designed following the Clinical Practice Framework that was developed using the most up-to-date research and the input of experts.

Analysis under the Classroom Management standard was last completed in 2020. The methodology and summary results for that review can be found here. Individual program grades also remain available.

The next iteration of the standard will be designed following the release of the Classroom Management Framework that is being developed using the most up-to-date research and the input of experts.