The UNC School of Education’s Master of Arts in Teaching (MAT) program has been recognized by the National Council on Teacher Quality (NCTQ) as among the best in the nation in preparing future elementary teachers to teach children to read, earning an A+ distinction in a new NCTQ report, “Teacher Prep Review: Strengthening Elementary Reading Instruction.”
The MAT program is among 48 programs nationwide, five in North Carolina, highlighted by NCTQ for going above and beyond the standards set by literacy experts for coverage of the most effective methods of reading instruction — often called the “science of reading.” The MAT program is one of only nine graduate programs in the country, and the only graduate program in North Carolina, to earn an A+ designation.
“Literacy is of critical importance when thinking about a strong democracy, and in the wake of a pandemic with associated learning loss, right now is a critical time for elementary students to receive the highest quality instruction,” said Fouad Abd-El-Khalick, Ph.D., dean of the School and Alumni Distinguished Professor. “Our MAT program takes great care to ensure future elementary teachers enter classrooms with evidence-based practices that support learning in all subjects, including reading.”
National Center for Education statistic data from 2022 show that 37% of fourth graders — over 1.3 million children — cannot read at a basic level, up from 34% in 2019.
To evaluate the quality of preparation 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 the School’s required literacy courses for MAT students who will go on to teach elementary students.
To earn an A+ distinction, programs needed to exceed NCTQ’s targets for coverage of the five core components of scientifically based reading instruction — phonemic awareness, phonics, fluency, vocabulary, and comprehension — and not teach any instructional practices that are unsupported by research and can inhibit students’ progress in reading.
While some children will learn to read naturally, over five decades of research have established the components of explicit, scientifically based reading instruction that help most students become successful readers. Research suggests that over 90% of children could learn to read if their teachers used instructional methods grounded in the science of reading.
“Our MAT program faculty members work to continually improve how we prepare teachers, and that is especially true of how we prepare elementary school teachers with respect to literacy,” said Diana Lys, Ed.D., assistant dean for educator preparation and accreditation. “Each of our programs incorporates evidence-based practices in the preparation of future educators.”
The School’s yearlong MAT program prepares many of North Carolina’s most effective teachers and leads to initial licensure in a number of areas, including Elementary Education. In addition to rigorous coursework, MAT students complete their student teaching in a nearby school over the course of an entire school year. MAT faculty members work to ensure future elementary teachers enter classrooms equipped with the knowledge and skills they need to help students reach their maximum potential.
“The University of North Carolina at Chapel Hill’s MAT program serves as a proof point,” said Heather Peske, Ed.D., NCTQ president. “Other teacher preparation leaders and faculty across the country must take note. There are programs that are doing this right, ensuring that their elementary teacher candidates get the preparation in how to teach reading that they both want and deserve.”
The new NCTQ analysis of teacher preparation programs’ coverage of the science of reading was developed over the course of two years, involving teams of literacy experts, researchers, teacher preparation leaders, and educators. NCTQ evaluated 693 traditional undergraduate and graduate programs across the country, including 24 in North Carolina. Overall, 23% of programs earned an A or A+; 112 programs earned an A and 48 earned an A+.
See the NCTQ report for more information about the UNC School of Education’s coverage of the science of reading and to see how the School compares to programs in North Carolina or across the country.
About the National Council on Teacher Quality
NCTQ is a nonpartisan research and policy organization on a mission to ensure every child has access to an effective teacher and 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, visit nctq.org.