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ERIC Number: ED506565
Record Type: Non-Journal
Publication Date: 2009-Sep
Pages: 38
Abstractor: ERIC
Reference Count: N/A
Preparing Tomorrow's Teachers: Are Utah's Education School Graduates Ready to Teach Reading and Mathematics in Elementary Classrooms?
Greenberg, Julie; Jacobs, Sandi
National Council on Teacher Quality
As a follow up to the National Council on Teacher Quality (NCTQ) national studies of how well elementary teachers are prepared to teach reading and mathematics, NCTQ looked at preparation in both subjects in all undergraduate teacher preparation programs in Utah. This study evaluated Utah's nine undergraduate elementary teacher preparation programs across four critical areas: admission standards; teacher preparation in reading; teacher preparation in elementary mathematics; and exit standards. The study found that: (1) Utah's teacher preparation programs benefit from a more selective pool of applicants due to the selectivity of some of its colleges and universities; (2) Although most preparation programs in Utah provide some exposure to effective reading instruction, few fully prepare candidates to teach the science of reading; (3) Programs use a wide variety of reading textbooks, many of which do not address the science of reading; (4) Only two Utah preparation programs satisfactorily cover the mathematics content that elementary teachers need, and three are seriously deficient. Algebra preparation is universally inadequate; (5) A minority of Utah's preparation programs have selected strong textbooks for mathematics content coursework; (6) Most of Utah's preparation programs have a dedicated elementary mathematics methods course; and (7) No preparation program in the state ensures that aspiring elementary teachers know the science of reading instruction and understand elementary mathematics content at a depth that is sufficient for instruction. Among the recommendations is that the Utah State Board of Education should establish entrance standards for the state's teacher preparation programs to ensure that every aspiring teacher enters already possessing appropriate reading, writing and mathematical skills. These entrance standards should include acceptable scores on standardized assessments such as the Collegiate Assessment of Academic Proficiency. Appended are: (1) Ratings for Required Texts--Reading; (2) Ratings for Required Texts-- Elementary Content Mathematics; and (3) Comments from Utah Teacher Preparation Programs. (Contains 24 footnotes.) [Funding was provided by the Daniels Fund.]
National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Council on Teacher Quality
Identifiers - Location: Utah
Identifiers - Assessments and Surveys: Collegiate Assessment of Academic Proficiency