COEHD Teacher Preparation Programs earn top marks in reading instruction

The National Council on Teacher Quality recognized Augusta University’s College of Education and Human Development with top national ratings for evidence-based reading instruction.

The NCTQ’s 2026 Teacher Prep Review: Decoding Progress in Reading Preparation was released on June 9, awarding COEHD’s elementary education programs with A grades for their strong alignment with the science of reading and their emphasis on explicit, effective literacy instruction.

The recognition highlights COEHD’s Bachelor of Science in Education with a Major in Elementary Education and Master of Arts in Teaching with a Concentration in Elementary Education, both of which demonstrated strong, consistent coverage of the five core components of reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension.

COEHD faculty members credit the college’s success to a deliberate focus on research-based instruction and close alignment between coursework and classroom practice.

“Aligning teacher preparation with the science of reading has been a major priority for the college,” said Gordon Eisenman, EdD, a professor in COEHD’s Teaching and Leading Department and the coordinator of the Master of Arts in Teaching with a Concentration in Elementary Education program. “Decades of research identify the instructional practices most effective in helping children learn to read. By embedding these evidence‑based approaches into our curriculum, we prepare future educators with the knowledge and confidence needed to improve literacy outcomes for all students.”

This sustained emphasis on evidence‑based literacy instruction has yielded measurable results, culminating in national recognition for the college’s elementary teacher preparation programs.

“Earning an A grade from the National Council on Teacher Quality is a significant recognition of the quality and rigor of our elementary teacher preparation program. Most importantly, it demonstrates that our graduates enter classrooms equipped to help all students develop the foundational literacy skills essential for lifelong learning and academic success.”

Anthony Stawiery, EdD, assistant professor in COEHD’s Teaching and Leading Department and the coordinator of the Bachelor of Science in Education with a Major in Elementary Education program, emphasized that the achievement reflects a sustained, college-wide commitment to strengthening literacy instruction. 

“Drs. Christi Pace and Kim Barker led the effort to build and implement a comprehensive plan to make sure the Science of Reading was being addressed appropriately, efficiently, and ultimately effectively throughout our teacher preparation programs,” Stawiery said. “Without their countless hours and the many faculty across the college that contributed their expertise, this achievement would not have been possible.”

The national recognition comes at a critical moment. According to data from the National Assessment of Education Progress, two out of every five fourth graders – approximately 1.4 million students – are unable to read at a basic level, placing them at greater risk for lower graduation rates, reduced employment opportunities and diminished lifetime earnings. 

According to Stawiery, the urgency of this national literacy challenge underscores why their work is both practical and deeply mission-driven.

“We want our students to be agents of change in their own classrooms. By prioritizing the science of reading, we are doing more than meeting requirements, we are preparing future teachers with the knowledge, confidence and instructional tools to make a lasting difference in children’s literacy development.”

The achievement underscores not only the strength of Augusta University’s teacher preparation programs but also the long‑term impact the college aims to have on future educators and the communities they will serve.

“Augusta University prepares effective teachers while fostering a supportive community between students and faculty. Our goal is to ensure graduates leave confident, well‑prepared, and ready to meet the challenges of today’s classrooms,” Stawiery said.

“We hope this recognition signals to prospective students that Augusta University offers a high‑quality teacher preparation program rooted in evidence‑based practice and meaningful classroom experiences,” Eisenman said. “It reinforces our commitment to preparing classroom‑ready educators who can make a lasting impact on children, schools, and communities and reflects our mission to help every student reach their full potential.”