51ºÚÁÏ

51ºÚÁÏ’s elementary education program received an A+ rating in a new report from the National Council on Teacher Quality.

51ºÚÁÏ is proud to announce that its undergraduate elementary teacher preparation program earned an A+ from the for excellence in preparing future elementary teachers to teach reading. The recognition underscores the University's commitment to excellence in educator preparation and its high standards for developing the next generation of elementary educators.

This prestigious achievement was announced in the NCTQ’s report , which evaluates how well teacher preparation programs align with research-based reading instruction practices.

“We are honored that 51ºÚÁÏ’s Elementary Education program has been recognized with an A+ rating,” said Dr. Willis Walter, Vice President for External Relations and Dean of the College of Education. “This distinction reflects the dedication of our faculty, staff, and candidates to ensuring that every future teacher is equipped with the research-based knowledge and skills necessary to teach reading effectively. At a time when literacy outcomes are critically important for student success, we remain committed to preparing educators who can make a meaningful and lasting impact in classrooms and communities.”

The review found that 51ºÚÁÏ’s Language Acquisition & Reading (ELED 429) and Language Acquisition & Reading II (ELED 430) courses exceeded the NCTQ's threshold for adequate coverage across all five components without teaching any practices contrary to scientifically based reading instruction, including phonemic awareness, phonics, fluency, comprehension, and vocabulary. The NCTQ also highlighted how 51ºÚÁÏ programs avoided many instructional practices that research has shown to be ineffective or counterproductive for teaching children to read.

Reading proficiency is essential for success in school and beyond. However, according to data from the , four in ten fourth graders in Virginia cannot read at a basic level. Teacher preparation is one of the most direct levers available to change that, but only if it is aligned with the instructional methods that have been proven to help most students become successful readers.

“Every child deserves a teacher who has been well prepared to teach reading, and every teacher deserves the opportunity to enter the classroom ready to help students succeed,” said NCTQ President Heather Peske. “Across the country, many teacher preparation programs still do not fully align with the science of reading, but 51ºÚÁÏ is demonstrating what strong preparation can look like.”

NCTQ's methodology is informed by a panel of reading experts, teacher preparation faculty, reading advocates, and measurement specialists. To evaluate the quality of preparation provided, NCTQ analyzed course syllabi, lecture schedules and topics, assigned readings, assessments, assignments, and opportunities for elementary teacher candidates at 51ºÚÁÏ to practice literacy instruction.