The undergraduate elementary teacher preparation program at Fayetteville State University has earned an A+ from the National Council on Teacher Quality (NCTQ) for how well it prepares future teachers to teach reading to elementary students.

The report, Teacher Prep Review: Decoding Progress in Reading Preparation, published on June 9, spotlights Fayetteville State University for meeting the standards set by literacy experts for coverage of the most effective methods of reading instruction. Specifically, the program prepares aspiring teachers in all five components of scientifically based reading instruction, including phonemic awareness, phonics, fluency, comprehension and vocabulary, and avoids many instructional practices that research has shown to be ineffective or counterproductive for teaching children to read.

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, four in 10 fourth graders in North Carolina cannot read at a basic level. Teacher preparation is one of the most direct levers available to change that, but only if it aligns with research-based instructional methods proven to help most students become successful readers.

Fayetteville State University is part of a growing group of teacher preparation programs nationwide that are helping transform how future teachers are trained to teach reading.

"This recognition affirms the College of Education's commitment to preparing effective educators through rigorous, research-based programs focused on student success," said Dr. Chandrika Johnson, dean of the College of Education, in a press release. "We appreciate the collaboration of our faculty, staff, and school partners in ensuring our graduates are ready to deliver high-quality literacy instruction. As we move forward, we remain dedicated to developing education professionals who will lead, serve, and transform schools and communities in our region and beyond."

The College of Education continues to strengthen its teacher preparation programs by emphasizing evidence-based instructional practices, meaningful partnerships with local school districts, and extensive clinical experiences that prepare candidates to address the diverse learning needs of students across North Carolina. This national recognition reflects the University's ongoing commitment to educational excellence and the success of future educators and the students they will serve.

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 Fayetteville State 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 highlights Fayetteville State University's commitment to preparing effective educators with the knowledge, skills, and evidence-based practices needed to help every child become a successful reader," said Interim Associate Dean and Chair of the Department of Early Childhood, Elementary, Middle Grades Reading & Special Education in the College of Education Dr. Jocelyn Smith in a press release. "We are proud that our teacher preparation programs align with the science of reading and emphasize rigorous coursework, practical application, and meaningful field and clinical experiences. As an institution dedicated to educational excellence, we remain focused on developing educators who can meet diverse literacy needs and make a positive impact in classrooms, schools, and communities across North Carolina and beyond."