CUNY - City College

A quality education for every child, regardless of race or background, requires a world-class teaching force. Relative to other nations, the United States has long struggled to assert sufficiently high academic standards for entry into teaching. Setting more rigorous admissions standards for aspiring teachers both supports student learning and the prestige of the teaching profession—making the prospect of increasing teacher compensation more likely.

This program was not included in the 2021 Admissions analysis.

Detailed course-level findings

All elementary teacher candidates should learn scientifically based reading instruction, the research-based content and methods to effectively teach all children to read. This content should be clearly evident in a teacher preparation program’s course materials, including class session topics, assignments, practice opportunities, and background materials. The five core components of scientifically based reading instruction evaluated under this standard are: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.

A review of EDCE 7500C and EDCE 7510C finds the program earns an F for not providing adequate coverage for any components.

To meet coverage requirements for a component, a program must earn at least 8 out of 12 points based on addressing the component through four instructional approaches: instructional hours, background materials (e.g., textbooks, readings, and other resources), objective measures of knowledge (e.g., tests or written assignments), and practice/application. A program can earn up to three points for each instructional approach.

Analysis found there was not adequate coverage of the following component(s):

• Phonemic Awareness: 0.96 of 12 points
• Phonics: 0 of 12 points
• Fluency: 0 of 12 points
• Vocabulary: 0 of 12 points
• Comprehension: 6 of 12 points

Evidence of Content Contrary to Research-Based Practices

Analysis identified evidence of 4 practices that run contrary to the research. Specifically, the program was found to provide coverage of:

• Balanced literacy
• Guided reading
• Running records
• Reader's workshop

Programs with four or more contrary indicators lose a letter grade from their overall rating. Because your program was already found to earn an F, this finding did not impact your grade.Because this program was already found to earn an F, the number of contrary practices had no impact on the grade.

For additional information on how programs are scored, please review the technical report. The link below provides a more detailed program summary, including course-level analysis based on the material provided.

Download the detailed course-level findings




Support for Range of Learners
(Ungraded: Findings did not contribute your grade)

All elementary teacher candidates should be prepared to teach culturally and linguistically diverse students. To elevate the importance of instruction on how to support a range of learners, including struggling readers, English language learners, and students who speak language varieties other than mainstream English (e.g. speakers of African American English or Appalachian English), this analysis looks for evidence in the teacher preparation program’s course materials including class session topics, assignments, practice opportunities, and background materials.

To provide feedback on how institutions address instruction, a program can earn up to a total of eight points for each population over four instructional approaches: instructional hours, background materials (e.g. textbooks, readings, and other resources), objective measures of knowledge (e.g. tests and written assignments), and practice/application. A program can earn up to two points for each instructional approach.

Analysis found the following coverage for supporting a range of learners:

• Struggling Readers: 0 of 8 points, placing this program at the 1st percentile among evaluated programs.
• English Language Learners: 1 of 8 points, placing this program at the 23rd percentile among evaluated programs.
• Students who speak language varieties other than mainstream English: 0 of 8 points, placing this program at the 1st percentile among evaluated programs. Note that programs' attention to this group of students is nascent, and few programs had evidence of any attention in this area.

Download the detailed course-level findings

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. To evaluate that coverage, the Elementary Mathematics standard examines the instructional time allocated to each of the five essential topics in coursework required by teacher preparation programs.

To assess performance under this standard, the distribution of instructional time is estimated using syllabi and course descriptions. Only courses that provide content and pedagogical knowledge related to elementary mathematics are considered.

A review of EDCE 5950C and EDCE 6100C found the following coverage:

Numbers & Operations: 38 instructional hours*
Recommended target: 45 hours

Algebraic Thinking: 8 instructional hours*
Recommended target: 20 hours

Geometry & Measurement: 0 instructional hours
Recommended target: 25 hours

Data Analysis & Probability: 0 instructional hours
Recommended target: 15 hours

Mathematics Pedagogy: 45 instructional hours
Recommended target: 45 hours

*Please note that for grading purposes, the hours for Numbers & Operations and Algebraic Thinking are summed and measured against a combined target of 65 hours. Under this measure, 46 instructional hours were found.

Programs earning a D provide a small part of the content and pedagogical knowledge elementary teachers require for effective mathematics instruction. Programs earn this grade by allocating between 90 and 104 hours (of the 150 recommended target hours) to the five essential topic areas combined, equivalent to 60% of the total target recommendation.

Analysis of the required coursework for elementary teacher candidates at CUNY - City College found the program to address 60.7% of the total target recommendation.

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.

Strong preparation requires meaningful practice. All aspiring teachers benefit from the firsthand experience of observing effective teachers at work and practicing under their tutelage. The challenge for teacher preparation programs is not only to provide teacher candidates with enough practice but also to ensure that the practice, regardless of length, is a high-quality experience.

This program was not included in the 2020 Clinical Practice analysis.

New teachers (and their principals) invariably cite classroom management as a pressing challenge. That's why teacher preparation programs need to provide teacher candidates with practice in universally effective classroom management strategies. With practice, novice teachers arrive better prepared to successfully manage the full range of student behaviors necessary to maintain a productive classroom climate.

This program was not included in the 2020 Classroom Management analysis.