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Elementary Teacher Preparation

Radford University

Radford, Virginia

Undergraduate
Traditional
Graduate
Traditional
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: 3 percent candidates of color2
  • Virginia teacher workforce: 18 percent teachers of color3
  • Local demographics: 13 percent persons of color4
Programs earning an F negatively contribute to the diversification of the teacher workforce. Programs earn this grade when the percentage of enrolled candidates of color is more than 5 percentage points lower than the diversity of the state teacher workforce and the local population.

Radford University is found to be 14.7 percentage points less diverse than the Virginia teacher workforce and 10.0 percentage points less diverse than the local population.
1 Ingersoll, Richard M.; Merrill, Elizabeth; Stuckey, Daniel; and Collins, Gregory. (2018). Seven Trends: The Transformation of the Teaching Force – Updated October 2018. CPRE Research Reports.
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

F

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.

There is no letter grade associated with the 2023 Building Content Knowledge standard. Please view this program's detailed analysis and recommendations using the Content Coverage Tool.

See analysis

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.

Analysis coming 2027

Rating Notes

Programs which meet the requirements for an A and also meet additional, related criteria earn an A+.

Scores of "CBD" could not be determined because NCTQ was unable to obtain sufficient data or the information that we obtained was inconclusive.

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