New NCTQ data out today shows good news and bad news. The good: More teacher prep programs are preparing future elementary teachers to teach reading well. The bad: Nearly half of the programs we reviewed still aren't fully aligned to reading research. buff.ly/BymHzjR

English learners make up a growing share of students, yet most prep programs provide little time or practice in teaching them to read. @WSSURAMS stands out for embedding reading instruction for multilingual learners into coursework and practice. 👏 buff.ly/oUFm4Cj

Practice is how aspiring teachers turn what they learn into what they *can do.* Our new report found that one in five prep programs offers zero practice opportunities across any of the five components of scientifically based reading instruction. buff.ly/BymHzjR

Transparency matters. Our new report grades prep programs on how well they align with the science of reading. Through college bookstore listings, we find that nonparticipating programs use misaligned textbooks at the same rates as D- and F-rated programs. buff.ly/BymHzjR

A great piece from @SCORE_TN reflecting on the improvements teacher prep programs are making to align to the science of reading. Thanks for digging into @NCTQ's latest data! Congrats to SCORE’s Lead in Literacy Network for leading the way.

Aspiring teachers need to practice what they learn. @NCTQ's new report found 1 in 5 prep programs offers zero practice in any of the 5 components of scientifically based reading instruction - not to mention Language Development & Writing. teacherquality.nctq.org/revi…

Two out of every five fourth graders in the U.S. can't read at a basic level. Teacher prep plays a key role in changing that. Yesterday, we released a new report examining how well prep programs align with scientifically based instruction. Check it out: buff.ly/BymHzjR

Changing how prep programs teach reading is hard. Dean McIntyre of @UTKnoxville has done it three times now using this playbook: confront long-held beliefs, invest in faculty, and make hard calls to protect students. Here's what other programs can learn. buff.ly/3u7TOv7

New data: One in five teacher prep programs still teaches debunked reading methods. Teachers then enter classrooms with strategies that don't work, and students pay the price. States can fix this by holding programs accountable for teaching them. buff.ly/BymHzjR

Improving reading outcomes for English learners, struggling readers (such as those with dyslexia), and students who speak English language varieties starts with how prepared their teachers are to support them. Most programs fall short on this front. buff.ly/BymHzjR

Four in ten fourth graders in the U.S. can’t read at a basic level. We shouldn't accept that stat as inevitable. Research is clear that when teachers have a strong foundation in the science of reading, more children learn to read. Therefore, reading outcomes aren’t going to improve unless teacher prep does. @NCTQ’s new data shows that despite progress, more than half of prep programs still aren’t fully aligned with scientifically based reading instruction. One in five still teaches methods that research has already discredited. And most programs spend too little time and attention preparing teachers to support struggling readers (like students with dyslexia) and English learners. The progress is worth recognizing, but so is the urgency to make sure all programs are teaching what we know works. I hope you'll dig into the report and pass it along to the advocates, researchers, prep program faculty, and policymakers in your network who need to see it. teacherquality.nctq.org/revi…

Great to see teacher prep on the agenda at @NatlGovsAssoc's Governors' Education Policy Advisors Institute! NCTQ's @RonNobleJr joined advisors from 21 states with a clear message: "When governors make teacher preparation a priority, teachers and students do better."

The research base on how AI impacts student learning is still very thin. Early evidence suggests that student performance often improves with access to AI tools, but whether these tools actually build lasting skills is still an open question. buff.ly/6IDSslc

Teachers shouldn't have to figure out classroom management on the job! Prep programs must equip teachers with evidence-based classroom management skills so teachers can teach and students can learn. Our new framework shows how. buff.ly/wgo3EX7

An elementary teacher spent years blaming herself when her students couldn't read. Then she learned the research she wasn't taught in teacher prep—and spent the next decade making sure aspiring teachers at @eoumountaineers wouldn't face that same gap. 👏 buff.ly/UDXa8zW

Teacher shortages aren't random, they're concentrated in the schools and subjects that can least afford them. Differentiated pay is one of the most evidence-backed tools we have to address chronic shortages, inequitable access to strong teachers, and persistent gaps in student outcomes. It's also the most underused. Join Andrew Epifanio of @EdReformNowUSA and me Monday, June 1 at 2:00 ET for a live panel with Dr. Dan Goldhaber @CEDR_US and Dr. @HeatherPeske @NCTQ on what our findings mean for states, districts, schools, and policymakers. Register here: lnkd.in/eAVjFcV7

New research on pandemic-era teacher licensure waivers finds that temporary measures did little harm, but states that extended reduced requirements saw student outcomes decline and teacher evaluation ratings drop over time. buff.ly/DMhk6Ax