Deans for Impact

Recent national data have put the spotlight on literacy. Together, these data show that progress is possible when states prioritize policy and funding for evidence-based reading instruction. But that investment must extend beyond current classroom teachers. As DFI's Cece Zhou and Kathleen Castillo-Clark wrote in a recent op-ed, aspiring educators need access to high-quality reading preparation before they ever stand in front of students. Strong teacher prep doesn't just move the needle on student literacy; it can also spare states the costly work of retraining teachers down the line. The op-ed highlights promising examples from Tennessee, Texas, and New York City, where state policy, district partnerships, and targeted support have helped EPPs implement evidence-based literacy instruction.

Read the full article here:

How can states and systems help teacher preparation programs with the science of reading? For the last several years, as more than 40 states have invested in evidence-based literacy instruction, national attention has understandably focused on the K–12 implementation efforts that have the most direct impacts on students, including widely discussed change efforts like that in Mississipp...

Research shows the first two years of teaching shape whether a teacher stays, grows, and ultimately thrives in the classroom. They’re also the years when turnover is highest.

That’s why DFI is proud to support the Beginning Educator Mentorship & Education Act, recently introduced by U.S. Senator Tim Kaine and Rep Jahana Hayes. This federal legislation would authorize competitive grants to states to build or strengthen mentoring and induction programs for educators in their first two years, when the right support can make all the difference.

Through our work supporting teacher preparation programs in states like Indiana and Illinois, we’ve seen the impact that high-quality mentoring and induction can have on reducing turnover, building teachers’ instructional confidence, and improving student learning. This bill will help scale these local efforts, making mentoring and induction programs available in more districts nationwide, especially those serving low-income communities, where teacher turnover is highest, and the stakes are greatest.

As our CEO Valerie Sakimura said: “By strengthening mentorship and creating stronger connections between educator-preparation programs and schools, the Beginning Educator Mentorship and Retention Act can help make the transition from pre-service to in-service teaching more seamless. When new educators are supported and well-prepared, they are more likely to stay in the profession, and students are more likely to experience the consistent, high-quality instruction they deserve."

Read more about the bill here:

Kaine, Hayes Introduce Legislation to Provide Mentorship, Training to New Teachers | U.S. Senator Tim Kaine of Virginia WASHINGTON, D.C. – Today, U.S. Senator Tim Kaine (D-VA), a member of the Senate Health, Education, Labor and Pensions (HELP) Committee, and U.S....

New data suggests adoption of evidence-based literacy instruction is gaining momentum among teacher preparation programs—and at the same time, there's more work to do.

A new report from the National Council on Teacher Quality finds that more than half of teacher-preparation programs reviewed are now fully aligned with scientifically based reading instruction, more than double the number from their 2023 review. This growth is encouraging, and we know that transforming teacher preparation is complex, long-term work. One strong example of what's possible: New York State's Path Forward Initiative, which brings together a broad coalition of stakeholders to strengthen educator preparation statewide, including partnering with DFI to redesign coursework and clinical experiences.

We’re encouraged by these pockets of progress, but the report also makes clear that sustaining it will require continued investment. EPPs need ongoing support, policy backing, and funding to expand adoption of evidence-based reading instruction, particularly for English-language learners and struggling readers, where gaps remain.

At DFI, we remain committed to supporting EPPs through this work, through our Early Literacy Networks, resources like The Science of Learning, Second Edition, and policy guides for state and federal lawmakers. Every step forward brings us closer to classrooms where all students are set up to become confident, successful readers over the long term.

Read the full NCTQ report here: https://teacherquality.nctq.org/review/standard/Reading-Foundations/2026

More than 100 field experts and leading organizations across the U.S. and internationally have signed on as official supporters of The Science of Learning, Second Edition.

At a pivotal time in education, the science of learning is a rare point of consensus across cognitive science researchers, instructional experts, practitioners, policy and advocacy groups, and many more. And when teacher preparation is grounded in the science of learning, every educator enters the classroom with a strong foundation of knowledge, skills, and judgment to foster deep and durable learning for every student, no matter what classrooms look like in the future.

Download The Science of Learning, Second Edition, access related resources, and check out our list of supporters:

The Science of Learning | Deans for Impact (DFI) Cognitive science research on student learning, applied to teaching practices.

States are making real progress in improving student literacy, but a critical piece is often missing: ensuring that teacher-preparation programs are part of the solution from the start.

In a new piece on the Thomas B. Fordham Institute's blog, DFI’s Senior Director of Communications Cece Zhou and Senior Program Director Kathleen Castillo-Clark examine the growing momentum around states investing in evidence-based literacy instruction, while also calling attention to an important gap: many states are investing in evidence-based literacy instruction in K-12 classrooms, but fewer are ensuring that aspiring teachers learn these same practices before they ever step in front of students. Without that alignment, instructional improvement is harder and costlier to sustain.

While transforming teacher preparation is highly complex work, at DFI, we believe change is possible with the right support and investment. Drawing on our work with more than 300 teacher-preparation programs, the piece spotlights promising models from Tennessee, Texas, and New York City, where state and local policy, district partnerships, and targeted support have helped EPPs implement evidence-based literacy instruction.

Read the full article on Fordham’s Flypaper blog:

How can states and systems help teacher preparation programs with the science of reading? For the last several years, as more than 40 states have invested in evidence-based literacy instruction, national attention has understandably focused on the K–12 implementation efforts that have the most direct impacts on students, including widely discussed change efforts like that in Mississipp...

Last month, we gathered four Texas ed-prep programs—Angelo State University, Sul Ross State University, Texas Southern University, and UTRGV - The University of Texas Rio Grande Valley—to close out the inaugural year of the Texas Early Literacy Network (TEL), a statewide initiative launched in June 2025 to strengthen how teacher candidates are prepared to teach reading using proven, research-based methods.

The end-of-year convening was an opportunity to recognize what’s possible when EPPs learn alongside each other. Highlights included:

🎉 Celebrating measurable growth in teacher-candidates’ foundational literacy knowledge and skills
📊 Using teacher-candidate data to drive program improvements
📚️ Aligning on resources and programming for the upcoming academic year

One of the most meaningful aspects of the convening was centering the voices and experiences of aspiring teachers, who are the heart of this work. ASU teacher-candidate Taylor Sublett shared a powerful message with faculty about the impact of their work:

"The things that faculty members in this room teach future educators ripples outwards into hundreds and even thousands of classrooms and our students' lives… You aren't only teaching college students like myself, you're shaping future teachers who will then go out and shape future readers."

Faculty also got to experience the work firsthand, working through the same literacy case studies their candidates engage with. These experiences helped build trust and a common language around literacy instruction, which makes this network so valuable.

Looking ahead, TEL’s goals for next year are focused on increasing candidates’ foundational literacy knowledge, improving their performance on state certification exams, and deepening the community of practice across all four EPPs.

Read Sublett’s reflections on what her preparation means for her future students: https://www.deansforimpact.org/about/news-and-blog/2026/05/29/a-future-teacher-reflects-on-the-power-of-strong-literacy-preparation

“There’s no question that moves toward evidence-based teaching practices are happening, especially in literacy, and in a more limited way, in math; what remains unclear is the scale.”

In a recent Substack article, journalist Holly Korbey examines the pockets of progress and hurdles that teacher-preparation programs across the U.S. are experiencing around embedding cognitive science into future teacher training.

Korbey also spotlights DFI's decade of work supporting programs to center the science of learning in teacher education and highlights our recently updated report, The Science of Learning, Second Edition. In a video interview, our CEO, Valerie Sakimura, shares how DFI is shaping policies that ground instruction in evidence-based practices, so that every future teacher can walk into a classroom equipped with a deep, scientific understanding of how students learn.

Read the article here (free with Substack app):

Special report: What will it take to change teacher prep in the U.S.? After a decade of working with teacher prep programs, Deans for Impact looks to expand its reach

We're looking forward to being in D.C. next week for alongside our co-sponsors, AACTE American Association of Colleges for Teacher Education, and the National Center for Teacher Residencies.

We’re excited to partner with policymakers and leaders to scale research-based approaches to educator workforce development nationwide.

Some Washington Week program highlights include:

✔️ Policy and media training for advocates at every level
✔️ A deep dive into the appropriations process
✔️ Sessions on the Administration's actions on federal grants, research, and apprenticeships
✔️ State team preparation for Day on the Hill
✔️ A Day on the Hill with meetings in House and Senate offices
✔️ Featured speakers from the U.S. Departments of Education and Labor

Whether you're new to advocacy or a seasoned voice in the field, Washington Week is an opportunity to develop your advocacy skills, connect with peers, and ensure policymakers hear directly from the leaders who are closest to this work.

View the full agenda and register by May 29: https://aacte.org/events/washington-week/

We can't wait to see you there!