The University of Arizona’s Elementary Education program received an “A” grade from the National Council on Teacher Quality (NCTQ) in June for its reading instruction, a designation that reflects the program’s alignment with structured literacy principles and its emphasis on preparing teachers for diverse classrooms.
What the grade means
NCTQ evaluates teacher-preparation programs against standards intended to ensure new teachers can deliver research-based reading instruction, often described as the science of reading or structured literacy. An “A” grade, the council says, indicates the program meets its standard for preparing teachers to teach foundational literacy to young students.
The UA program was singled out not only for its reading coursework but also for its approach to English as a Second Language training: the university integrates an ESL endorsement directly into the elementary education bachelor’s degree. That combination, according to the college, places the program among the top 5% nationally for preparing teachers to instruct multilingual learners.
“The A rating means that we have by their standard met the expectation of what they and many other people feel are good instruction and good preparation for our preservice teachers and brand new teachers,”
said Trina Zimmermann, director of field experiences at the UA College of Education.
Context in a shifting national landscape
The NCTQ was founded in 2000 and has increasingly focused in recent years on reading and structured literacy. Nationally, the share of teacher-preparation programs earning an “A” grade rose substantially from 26% in 2023 to 53% in 2026, a change the council attributes to broader adoption of standards tied to the science of reading.
At the University of Arizona, the mathematics teacher-preparation program also received attention from the council, earning a “B” grade.
What this could mean for students and classrooms
By embedding an ESL endorsement in the elementary degree, the university aims to ensure that graduates enter classrooms ready to teach literacy to a diverse range of learners, including multilingual and English learners. For districts with growing numbers of students whose home language is not English, that certification pathway may reduce the need for separate post-baccalaureate endorsements or additional coursework.
School leaders and policymakers have been pressing teacher-preparation programs to align with evidence-based reading instruction as states enact laws and set guidelines tied to early literacy outcomes. The UA program’s grade positions it as a regional example of how institutions can combine literacy instruction with practical preparation for multilingual classrooms.
Selected data at a glance
| Measure | Result |
|---|---|
| UA Elementary Education reading grade (NCTQ) | A |
| UA Elementary Education math grade (NCTQ) | B |
| Programs earning an “A” (national, 2023) | 26% |
| Programs earning an “A” (national, 2026) | 53% |
The UA College of Education highlighted faculty comments and program leaders’ perspectives on the shift toward structured literacy and integration of ESL preparation. Maura Gutierrez, an associate professor of practice and associate department head of teacher education and certification programs, also discussed the state’s legislation requiring alignment with the science of reading, according to the college.
- Integrated ESL endorsement: Embedded in the elementary degree to prepare teachers for multilingual classrooms.
- Structured literacy focus: NCTQ’s evaluation centers on evidence-based reading instruction.
- National trend: Sharp increase in programs meeting NCTQ’s “A” standard between 2023 and 2026.
As more states and accrediting bodies emphasize the science of reading, teacher-preparation programs are under pressure to adapt coursework and field experiences. For students, these changes aim to produce teachers who are better prepared to deliver early literacy instruction that research suggests is critical for long-term academic success.
Observers of teacher preparation will likely watch how other universities respond to these evaluation criteria and whether integrated ESL pathways become more common as demographics change in K-12 classrooms.
