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ERIC Number: ED506568
Record Type: Non-Journal
Publication Date: 2009-Sep
Pages: 16
Abstractor: ERIC
Reference Count: N/A
Preparing Tomorrow's Teachers: Are Wyoming'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 Wyoming. This report evaluated Wyoming's undergraduate elementary teacher preparation program across four critical areas: admission standards; teacher preparation in reading; teacher preparation in elementary mathematics; and exit standards. In rating admission standards at the University of Wyoming, the NCTQ evaluated whether the program limits admissions to candidates in the top half of high school students going to college. It found that the University of Wyoming College of Education: (1) does not screen applicants to ensure that teacher candidates are academically proficient; (2) does not prepare candidates to teach the science of reading. Coursework only includes exposure to two of the five components of effective reading instruction. Further, although the program uses better textbooks than is common throughout the country, the texts do not cover all of the components; (3) has improved its mathematic s preparation program since we rated it in our national study (June 2008) and now satisfactorily provides the mathematic s content preparation that elementary teachers need, although textbooks could still be improved; and (4) does not ensure that aspiring elementary teachers know the science of reading instruction and understand elementary mathematics content at a depth that is sufficient for instruction. It is recommended that the Professional Teaching Standards Board (PTSB) should establish entrance standards for the states teacher preparation program to ensure that every aspiring teacher enters college 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. (Contains 19 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; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Council on Teacher Quality
Identifiers - Location: Wyoming
Identifiers - Assessments and Surveys: Collegiate Assessment of Academic Proficiency