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Suggested Citation
National Council on Teacher Quality. (2024). University of Pittsburgh at Bradford Undergraduate Elementary. Teacher Prep Review. [Data set]. https://www.nctq.org/review/viewProgram/University-of-Pittsburgh-at-Bradford-PA-1
Download Current or Past Data
Select a program type and year below to download an export of scores. Note that as of 2020, NCTQ discontinued analysis of secondary teacher preparation programs.
Enrollment
Program Diversity
A diverse teacher workforce benefits all students, particularly students of color. While there has been real progress over the last twenty years in diversifying the teacher workforce,1 these gains have not kept pace with a rapidly diversifying student population. To accelerate progress, strategic recruitment efforts by teacher preparation programs are essential.
- Teacher prep enrollment: 7 percent candidates of color2
- Pennsylvania teacher workforce: 5 percent teachers of color3
- Local demographics: 7 percent persons of color4
University of Pittsburgh at Bradford is found to be 2.2 percentage points more diverse than the Pennsylvania teacher workforce and 0.5 percentage points more diverse than the local population.
2 Three-year average sourced from Title II National Teacher Preparation Data
3 National Teacher and Principal Survey data (state supplied data substituted for missing values)
4 U.S. Census core-based statistical area (CBSA) data
5 This program is located either in a state with a workforce that is over 90% white or draws from a community that is over 90% white. Programs in areas with an unusually large white population may not appear to be making as significant of a contribution as programs located in more diverse settings, but they have been able to make progress facing this challenge. (Read the full Methodology.)
A
Knowledge
Reading Foundations
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.
An attempt to review EDUC 1309, EDUC 1312, and EDUC 1332 could not be completed because the necessary documentation was not provided. As a result, the quality of reading instruction at University of Pittsburgh at Bradford remains unclear and the program earns a "cannot be determined" designation.
For additional information on how cooperative programs are scored, please review the technical report.
CBD
Elementary Mathematics
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 EDUC 1318 and EDUC 1324 found the following coverage:
Numbers & Operations: 27 instructional hours*
Recommended target: 45 hours
Algebraic Thinking: 9 instructional hours*
Recommended target: 20 hours
Geometry & Measurement: 18 instructional hours
Recommended target: 25 hours
Data Analysis & Probability: 9 instructional hours
Recommended target: 15 hours
Mathematics Pedagogy: 27 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, 36 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 University of Pittsburgh at Bradford found the program to address 60.0% of the total target recommendation.
D
Building Content Knowledge
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.
N/A
Practice
Clinical Practice
Analysis under the Clinical Practice standard was last completed in 2020. The methodology and summary results for that review can be found here. Individual program grades also remain available.
The next iteration of the standard is currently being designed following the Clinical Practice Framework that was developed using the most up-to-date research and the input of experts.
Analysis coming 2026
Classroom Management
Analysis under the Classroom Management standard was last completed in 2020. The methodology and summary results for that review can be found here. Individual program grades also remain available.
The next iteration of the standard will be designed following the release of the Classroom Management Framework that is being developed using the most up-to-date research and the input of experts.
