In 2023, three public universities in Maine were given failing grades for their educator preparation programs by the National Council on Teacher Quality (NCTQ). These institutions, the University of Maine in Orono, the University of Southern Maine, and the University of Maine at Farmington, received an F rating for their capacity to train future teachers in effective reading instruction.
Maine Teacher Preparation Programs Under Scrutiny
The NCTQ’s analysis highlighted that these programs were not sufficiently equipping educators to teach five essential pillars of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Heather Peske, president of the NCTQ, emphasized the need for effective teacher preparation in light of declining reading scores among students.
Key Findings from the Report
- The University of Southern Maine and University of Maine at Farmington scored poorly, addressing none of the five pillars.
- The University of Maine at Orono adequately covered only one pillar: comprehension.
- NCTQ reviewed 702 programs from 580 institutions nationwide, with only 25% meeting the criteria for effective reading instruction.
Maine’s failure to properly respond to NCTQ’s requests for course information limited the organization’s ability to conduct a thorough evaluation. As a result, NCTQ relied on public records, leading to the disappointing assessments.
University Responses to NCTQ Ratings
Representatives from the University of Maine System contested the NCTQ findings. Samantha Warren, a spokesperson, claimed that the ratings contain methodological flaws and inaccuracies. She noted that the programs in Maine were approved by the state and accredited nationally.
Despite receiving an F, faculty members at these institutions insisted their programs prepare competent teachers. William Dee Nichols from UMaine stated they have evolved their practices in light of research on reading instruction. Similarly, faculty from the University of Southern Maine asserted misunderstandings about their syllabi may have contributed to poor ratings.
The State of Reading Education in Maine
The ongoing challenges in reading education have raised concerns. As per the 2024 National Assessment of Education Progress, 44% of fourth graders and 35% of eighth graders in Maine failed to demonstrate a basic understanding of reading. This statistic underscores the urgent need for effective instructional strategies in the classroom.
The “Science of Reading” Movement
The conflicting approaches to teaching reading, including the emphasis on phonics versus cueing strategies, have led to what is often referred to as the “reading wars.” Research strongly supports phonics-based instruction for effective reading acquisition, which many Maine schools have not fully embraced.
Path Forward for Maine’s Teacher Preparation Programs
In light of the NCTQ review and the declining test scores, Maine universities may need to reassess their literacy education curricula. The NCTQ advocates for a return to research-informed methodologies that focus on scientifically validated reading instruction.
As Maine seeks to improve reading outcomes, it must ensure that new teachers are fully prepared to implement these effective strategies in their classrooms. Collaborating with educational researchers and updating teaching materials are essential steps towards this goal.
