June 9, 2026
Mayville State University has earned national praise for how well it prepares future elementary teachers to teach reading. The university’s Bachelor of Science in Elementary Education program has received an “A” rating from the National Council on Teacher Quality (NCTQ) in its latest report, Teacher Prep Review: Decoding Progress in Reading Preparation, released June 9, 2026. This distinction recognizes Mayville State for aligning its program with the science of reading, the research-backed approach proven to help children become successful readers.
Preparing teachers with proven methods
NCTQ found that Mayville State’s program fully prepares future teachers in all five essential components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The program also avoids instructional practices that research has shown to be ineffective.
“Every child deserves a teacher who is fully prepared to teach reading, and every teacher deserves the opportunity to enter the classroom ready to help students succeed,” said NCTQ President Heather Peske. “Across the country, many teacher preparation programs still do not fully align with the science of reading, but Mayville State University is demonstrating what strong preparation can look like.”
Addressing a critical need
Early reading success is a strong predictor of lifelong learning. Yet in North Dakota, four in ten fourth graders do not read at a basic level, according to national assessment data. Teacher preparation plays a critical role in changing that outcome.
Mayville State University is part of a growing group of universities nationwide working to transform how teachers are prepared to teach reading, ensuring they enter the classroom ready to help all students succeed.
A commitment to literacy leadership
Dr. Yvonne H. Cannon, Associate Professor of Education and literacy expert in Mayville State’s Division of Education, emphasized the university’s commitment to research-based instruction. “At Mayville State, we are deeply committed to preparing educators who not only understand this research, but who can also translate it into effective classroom practice,” she said. “Through strong partnerships with K-12 schools, collaboration with state stakeholders and legislators, and a focus on evidence-based instruction, we are proud to serve as an advocate for advancing literacy outcomes for all students.”
The university has also taken a leadership role across North Dakota by helping develop state reading standards aligned with the science of reaching. They partner with schools, policymakers, and educators statewide and have created an adolescent literacy toolkit for middle and high school teachers. Mayville State is also represented on the North Dakota State Literacy Team. Through these efforts, Mayville State helps bridge the gap between research, policy, and classroom practice.
Continuous improvement and impact
Mayville State continues to strengthen its teacher preparation programs through a focus on evidence-based instruction across early childhood, elementary, special education, and adolescent literacy.
“Through targeted initiatives in early childhood education, expanded preparation for special education teachers, and focused instruction in dyslexia and structured literacy, Mayville State University is equipping educators to meet the diverse needs of all learners and to deliver impactful, science-aligned reading instruction in every classroom,” said Dr. Cannon.
About the recognition
To determine its ratings, TCTQ reviewed course materials, syllabi, assignments, and classroom practice opportunities. Programs earning an “A” demonstrate strong, research-aligned preparation in reading instruction.
For more information, view NCTQ’s Teacher Prep Review: Decoding Progress in Reading Preparation and see how Mayville State compares to programs nationwide at https://teacherquality.nctq.org/review/standard/Reading-Foundations/2026.