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Suggested Citation
National Council on Teacher Quality. (2024). Holy Names University Graduate Elementary. Teacher Prep Review. [Data set]. https://www.nctq.org/review/viewProgram/Holy-Names-University-CA-2
Download Current or Past Data
Select a program type and year below to download an export of scores. Note that as of 2020, NCTQ discontinued analysis of secondary teacher preparation programs.
Enrollment
Program Diversity
A diverse teacher workforce benefits all students, particularly students of color. While there has been real progress over the last twenty years in diversifying the teacher workforce,1 these gains have not kept pace with a rapidly diversifying student population. To accelerate progress, strategic recruitment efforts by teacher preparation programs are essential.
- Teacher prep enrollment: 72 percent candidates of color2
- California teacher workforce: 38 percent teachers of color3
- Local demographics: 60 percent persons of color4
Holy Names University is found to be 34.2 percentage points more diverse than the California teacher workforce and 12.7 percentage points more diverse than the local population.
2 Three-year average sourced from Title II National Teacher Preparation Data
3 National Teacher and Principal Survey data (state supplied data substituted for missing values)
4 U.S. Census core-based statistical area (CBSA) data
A+
Knowledge
Reading Foundations
Unlocking a child's potential begins with reading, yet many children in the United States cannot read at a basic level. Change begins by ensuring all teacher preparation programs implement scientifically based reading instruction.
This program was not included in the 2023 Reading Foundations analysis.
N/A
Elementary Mathematics
Addressing learning loss and building the math skills of young students demands urgent action by all sectors of the education community, including educator preparation programs. In order for elementary schools to deliver equitable and effective instruction in mathematics to all students, they need their teachers to have acquired the mathematics content and pedagogical knowledge specified in commonly accepted mathematics education standards.
This program was not included in the 2022 Elementary Mathematics analysis.
N/A
Building Content Knowledge
To be successful, elementary teachers need content knowledge in science and social studies, both to build their students' understanding of the world and their critical thinking skills, and also to support students in becoming strong readers. Becoming a strong reader requires cumulative exposure to content knowledge, cutting across multiple domains and disciplines. The courses aspiring teachers take gives them strong background knowledge in these subjects, and in turn, they give this knowledge to students.
This program was not included in the 2023 Building Content Knowledge analysis.
N/A
Practice
Clinical Practice
Analysis under the Clinical Practice standard was last completed in 2020. The methodology and summary results for that review can be found here. Individual program grades also remain available.
The next iteration of the standard is currently being designed following the Clinical Practice Framework that was developed using the most up-to-date research and the input of experts.
Analysis coming 2026
Classroom Management
Analysis under the Classroom Management standard was last completed in 2020. The methodology and summary results for that review can be found here. Individual program grades also remain available.
The next iteration of the standard will be designed following the release of the Classroom Management Framework that is being developed using the most up-to-date research and the input of experts.
