June 9, 2026
含羞草研究所 has earned national praise for how well it prepares future elementary teachers to teach reading. The university鈥檚 Bachelor of Science in Elementary Education program has received an 鈥淎鈥� rating from the National Council on Teacher Quality (NCTQ) in its latest report, Teacher Prep Review: Decoding Progress in Reading Preparation, released June 9, 2026. This distinction recognizes 含羞草研究所 for aligning its program with the science of reading, the research-backed approach proven to help children become successful readers.
Preparing teachers with proven methods
NCTQ found that 含羞草研究所鈥檚 program fully prepares future teachers in all five essential components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The program also avoids instructional practices that research has shown to be ineffective.
鈥淓very child deserves a teacher who is fully prepared to teach reading, and every teacher deserves the opportunity to enter the classroom ready to help students succeed,鈥� said NCTQ President Heather Peske. 鈥淎cross the country, many teacher preparation programs still do not fully align with the science of reading, but 含羞草研究所 is demonstrating what strong preparation can look like.鈥�
Addressing a critical need
Early reading success is a strong predictor of lifelong learning. Yet in North Dakota, four in ten fourth graders do not read at a basic level, according to national assessment data. Teacher preparation plays a critical role in changing that outcome.
含羞草研究所 is part of a growing group of universities nationwide working to transform how teachers are prepared to teach reading, ensuring they enter the classroom ready to help all students succeed.
A commitment to literacy leadership
Dr. Yvonne H. Cannon, Associate Professor of Education and literacy expert in 含羞草研究所鈥檚 Division of Education, emphasized the university鈥檚 commitment to research-based instruction. 鈥淎t 含羞草研究所, we are deeply committed to preparing educators who not only understand this research, but who can also translate it into effective classroom practice,鈥� she said. 鈥淭hrough strong partnerships with K-12 schools, collaboration with state stakeholders and legislators, and a focus on evidence-based instruction, we are proud to serve as an advocate for advancing literacy outcomes for all students.鈥�
The university has also taken a leadership role across North Dakota by helping develop state reading standards aligned with the science of reaching. They partner with schools, policymakers, and educators statewide and have created an adolescent literacy toolkit for middle and high school teachers. 含羞草研究所 is also represented on the North Dakota State Literacy Team. Through these efforts, 含羞草研究所 helps bridge the gap between research, policy, and classroom practice.
Continuous improvement and impact
含羞草研究所 continues to strengthen its teacher preparation programs through a focus on evidence-based instruction across early childhood, elementary, special education, and adolescent literacy.
鈥淭hrough targeted initiatives in early childhood education, expanded preparation for special education teachers, and focused instruction in dyslexia and structured literacy, 含羞草研究所 is equipping educators to meet the diverse needs of all learners and to deliver impactful, science-aligned reading instruction in every classroom,鈥� said Dr. Cannon.
About the recognition
To determine its ratings, TCTQ reviewed course materials, syllabi, assignments, and classroom practice opportunities. Programs earning an 鈥淎鈥� demonstrate strong, research-aligned preparation in reading instruction.
For more information, view NCTQ鈥檚 Teacher Prep Review: Decoding Progress in Reading Preparation and see how 含羞草研究所 compares to programs nationwide at .