The undergraduate elementary teacher preparation program at Clemson University has earned an A+ from the National Council on Teacher Quality (NCTQ) for how well they prepare future teachers to teach reading to elementary students. The grade applies specifically to the College of Education’s Bachelor of Arts in elementary education.
The report, Teacher Prep Review: Decoding Progress in Reading Preparation, published on June 9, spotlights Clemson University for meeting the literacy experts’ standards for coverage of the most effective methods of reading instruction. Specifically, this means the program is preparing aspiring teachers in all five components of scientifically based reading instruction, including phonemic awareness, phonics, fluency, comprehension and vocabulary.
A child’s ability to read proficiently in the early grades shapes everything that comes next in school and in life, yet, according to NAEP data, 4 in 10 fourth graders in South Carolina cannot read at a basic level. Teacher preparation is one of the most direct levers for changing that, but only if it aligns with research-based instructional methods proven to help most students become successful readers.
Clemson University is part of a growing group of teacher preparation programs nationwide that are helping transform how future teachers are trained to teach reading. According to C.C. Bates, associate dean for research and graduate studies in the College of Education, the rating is proof that the College is highly qualified to equip future teachers to make an immediate impact on student learning.
“Earning an A+ rating from the National Council on Teacher Quality reflects our College’s commitment to preparing teachers with the knowledge and skills needed to teach reading effectively,” Bates said. “This recognition is the result of intentional program design, rigorous coursework, strong clinical partnerships and a curriculum grounded in evidence-based practices.”
Clemson’s Bachelor of Arts in elementary education prepares students to teach grades two through six. Education majors at Clemson complete 100-plus hours of field placement in schools before student teaching.
The program’s 72-day student teaching internship exceeds the state’s certification requirements for student teaching by 12 days. Students can also pursue a Master of Arts in Teaching (MAT) through the College’s teacher residency program. This combined degree program allows students to earn a bachelor’s and a master’s degree in five years.
“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 Clemson University 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 experts. To evaluate the quality of preparation being provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments, and opportunities to practice instruction in required literacy courses for elementary teacher candidates at Clemson University.
To earn an “A,” programs needed to demonstrate that coursework for future elementary teachers includes all five core components of scientifically based reading instruction and avoid teaching more than three instructional methods that are unsupported by the research on effective reading instruction. To earn an A+, programs needed to exceed those targets and avoid teaching any instructional practices unsupported by research.
“This recognition reflects intentional work to align our reading preparation with research and best practices,” Bates said. “By ensuring candidates receive practical and rigorous coursework in foundational literacy skills, assessment, intervention and structured reading instruction, we have built a program that prepares future educators to improve reading outcomes for all students.”
The National Council on Teacher Quality (NCTQ) is a nonpartisan research and policy organization on a mission to ensure that every child has access to an effective teacher and that every teacher has the opportunity to be effective. We believe a strong, diverse teacher workforce is critical for providing all students with equitable educational opportunities. For more information about NCTQ, visit www.nctq.org.
