The UNC School of Education has been recognized by the National Council on Teacher Quality for its preparation of future elementary teachers to teach children to read, earning an A+ distinction in the latest NCTQ report, “Teacher Prep Review: Decoding Progress in Reading Preparation.”
After review of more than 700 elementary teacher preparation programs, the School’s Master of Arts in Teaching program is among 227 programs nationwide — and one of only 37 graduate programs — highlighted by the NCTQ report to earn an A+, reflecting standards set by literacy experts for coverage of the most effective methods of reading instruction — often called the “science of reading.”
“Literacy is critically important in any person’s life and a core life skill that ensures a strong democracy. As we see increasing rates of students reading below basic levels, elementary teachers prepared to deliver the highest quality reading instruction have never been more important or needed,” said Jill V. Hamm, Ph.D., dean of the School and William C. Friday Distinguished Professor of Education. “Our faculty takes great care to ensure our future elementary teachers enter classrooms with research-based practices proven to support learning in every subject, and that certainly includes reading.”
According to data from the National Assessment of Educational Progress, known as The Nation’s Report Card, 40% of fourth graders across the U.S. read below the NAEP Basic level in 2024. That percentage continued a downward trend; 37% of students read below the NAEP Basic level in 2022, 34% in 2019.
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.
To earn an “A+,” programs demonstrate that coursework for future elementary teachers includes five core components of scientifically based reading instruction — including phonemic awareness, phonics, fluency, comprehension, and vocabulary — and avoid teaching any instructional methods that are unsupported by the research on effective reading instruction.
“Our faculty members continually work to improve how we best prepare teachers, and that’s especially true in how we prepare elementary school teachers with respect to reading instruction,” 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 focused on achieving the best student outcomes.”
The School’s yearlong MAT program prepares aspiring educators to earn initial North Carolina licensure in a number of areas, including Elementary Education, through structured coursework and an intensive two-semester student-teaching internship in a nearby school. Our graduates become effective teachers and leaders equipped to support, challenge, and inspire students while connecting academic study with the realities of today’s classrooms. In fall 2026, the School will welcome students to its recently relaunched B.A.Ed. in Elementary Education program, which leverages deep faculty expertise and evidence-based practices to prepare teachers to make an immediate, measurable impact on students, families, and communities.
“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 University of North Carolina at Chapel Hill is demonstrating what strong preparation can look like.”
See the full report, “Teacher Prep Review: Decoding Progress in Reading Preparation,” for more information about the UNC School of Education’s coverage of the science of reading and to see how it compares to other programs in North Carolina and across the U.S.
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 about NCTQ, visit nctq.org.