Giving Compass' Take:

· The 74 analyzes data from a new report by the National Council on Teacher Quality explaining that many states do not require teachers to demonstrate their knowledge in the 'science of reading' even though it is a required component of preparation programs.  

· How does this impact literacy in children? Why don't states require teachers to display this knowledge before being hired? 

· Interested in learning more about childhood literacy? Here's a guide on fostering literacy and a few ways you can help.

Most states don’t do nearly enough to ensure that new teachers actually understand literacy, according to new data from the National Council on Teacher Quality. Although teacher preparation programs often require instruction on what is called “the science of reading,” states do not require that teaching candidates demonstrate that knowledge, NCTQ finds.

The report, written by NCTQ staffer Elizabeth Ross and released today, examines policies in all 50 states to assess the literacy knowledge of prospective elementary and special education teachers. In order to gain a teaching license, elementary teaching candidates in most states must pass a test on literacy knowledge. By contrast, 25 states and the District of Columbia do not require the passage of a reading test to become a special education instructor.

Ross told The 74 that all teachers in both disciplines should be schooled in, and tested on, what is called the “science of reading” — the broad body of research on brain organization and development that offers insights into how kids build reading skills. The report notes that even those states that directly link reading tests to licensure often don’t provide stand-alone assessments in the science of reading.

Read the full article about testing teachers on the science of reading by Kevin Mahken at The 74.