Adolescent Literacy

2017 Secondary Teacher Preparation Policy

2017 Goals for Adolescent Literacy

The state should ensure that new middle school and secondary teachers are fully prepared for the instructional shifts related to literacy associated with college-and career-readiness standards. This goal was reorganized in 2017.

Best practices

Arkansas, Florida and Louisiana have strong policies that ensure that all middle and secondary teachers are fully prepared to meet the instructional requirements of college- and career-readiness standards for students. These states' competencies for middle and secondary candidates must have the ability to not only build content knowledge and vocabulary through careful reading of informational and literary texts but also to challenge students with texts of increasing complexity. These states also require candidates to know how to incorporate literacy skills as an integral part of every subject.

Suggested Citation:
National Council on Teacher Quality. (2017). Adolescent Literacy national results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/national/Adolescent-Literacy-84
Best practice 3

States

Meets goal 2

States

Nearly meets goal 2

States

Meets goal in part 9

States

Meets a small part of goal 2

States

Does not meet goal 33

States

Do states require middle school candidates to be fully prepared to incorporate the use of informational texts, in accordance with college- and career-readiness standards?

2017
Figure details

Yes: AR, FL, ID, IL, LA

No: AK, AL, AZ, CA, CO, CT, DC, DE, GA, HI, IA, IN, KS, KY, MA, MD, ME, MI, MN, MO, MS, MT, NC, ND, NE, NH, NJ, NM, NV, NY, OH, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, VT, WA, WI, WV, WY

Do states require middle school candidates to be fully prepared to incorporate literacy skills into all subjects, in accordance with college- and career-readiness standards?

2017
Figure details

Yes: AR, CA, FL, GA, IL, IN, LA, MD, MN, NC, NH, PA, SC, TN, TX, VA

No: AK, AL, AZ, CO, CT, DC, DE, HI, IA, ID, KS, KY, MA, ME, MI, MO, MS, MT, ND, NE, NJ, NM, NV, NY, OH, OK, OR, RI, SD, UT, VT, WA, WI, WV, WY

Do states require secondary candidates to be fully prepared to incorporate the use of informational texts, in accordance with college- and career-readiness standards?

2017
Figure details

Yes: AR, FL, ID, LA

No: AK, AL, AZ, CA, CO, CT, DC, DE, GA, HI, IA, IL, IN, KS, KY, MA, MD, ME, MI, MN, MO, MS, MT, NC, ND, NE, NH, NJ, NM, NV, NY, OH, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, VT, WA, WI, WV, WY

Do states require secondary candidates to be fully prepared to incorporate literacy skills into all subjects, in accordance with college- and career-readiness standards?

2017
Figure details

Yes: AR, CA, FL, IL, IN, LA, MD, MN, NC, NH, OH, SC, TN, TX, VA

No: AK, AL, AZ, CO, CT, DC, DE, GA, HI, IA, ID, KS, KY, MA, ME, MI, MO, MS, MT, ND, NE, NJ, NM, NV, NY, OK, OR, PA, RI, SD, UT, VT, WA, WI, WV, WY

How we graded

3C: Adolescent Literary 

The state should ensure that all middle and secondary teachers are sufficiently prepared for the ways that college- and career-readiness standards affect instruction in all subject areas. Specifically,

  • Middle School Preparation: The state should ensure that all new middle and secondary teachers are prepared to incorporate informational texts of increasing complexity into instruction.
  • Secondary Preparation: The state should ensure that all new middle and secondary teachers are prepared to incorporate literacy skills as an integral part of every subject.
Middle School Preparation
One-half of the total goal score is earned based on the following:

  • One-half credit: The state will earn one-half of a point if at least one of the two components is "fully addressed" and one is "partially addressed."
  • One-quarter credit: The state will earn one-quarter of a point if one of the two components is "fully addressed" or two are "partially addressed."
Secondary Preparation
One-half of the total goal score is earned based on the following:

  • One-half credit: The state will earn one-half of a point if at least one of the two components is "fully addressed" and one is "partially addressed."
  • One-quarter credit: The state will earn one-quarter of a point if one of the two components is "fully addressed" or two are "partially addressed."

Research rationale

States must ensure that middle school and secondary teacher preparation programs prepare teachers to incorporate complex text into instruction and student practice. These are critical years of schooling when far too many students fall through the cracks.

With that said, college- and career-readiness standards are influencing significant shifts in literacy instruction.
College- and career-readiness standards for K-12 students adopted by nearly all states require from teachers a different focus on literacy integrated into all subject areas.[1] The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts, and build knowledge and vocabulary through content-rich texts. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, states must also attend to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards.


[1] Student Achievement Partners. (2015). Research supporting the Common Core ELA/literacy shifts and standards. Retrieved from https://achievethecore.org/content/upload/Research%20Supporting%20the%20ELA%20Standards%20and%20Shifts%20Final.pdf