Better readers: School of Education ‘in alignment’ with state reading standards

Earlier this week, Ohio Gov. Mike DeWine unveiled the results of a statewide audit of educator preparation programs, and Heidelberg’s School of Education emerged among the top-performing programs in Ohio.

Heidelberg was one of 33 programs across the state to receive a final rating of “In Alignment” following a comprehensive review led by the Ohio Department of Higher Education. The audit examined how well colleges and universities are aligning their educator preparation programs (EPPs) with the Science of Reading, as required by state law.

In 2023, Gov. DeWine and the Ohio General Assembly enacted legislation mandating that teacher preparation programs adopt evidence-based reading instruction practices grounded in the Science of Reading. The law also required ODHE to audit all educator preparation programs that offer a 12-hour Reading and Literacy Core. In total, 48 state institutions were evaluated.

Programs were assessed in two major areas: the use of best practices that support the Science of Reading, which was measured through 73 state-developed audit metrics, and the absence of banned instructional methods, such as “three-cueing,” which is now illegal in Ohio. To earn an “In Alignment” designation, programs had to meet at least 71 of the 73 metrics and have zero violations of banned practices.

The audit results are welcome news for Heidelberg’s School of Education, said Dr. Stacey Pistorova, chair and director of the School of Education and associate professor of elementary education. “The results mean that all of our reading core courses meet all of the state standards and metrics.”

According to Stacey, the audit was designed to ensure that future teachers are trained using research-based, evidence-backed approaches to reading instruction.

The review process was rigorous. Heidelberg submitted course syllabi, instructional materials and assessment evidence, while consultants contracted by the state from the University of Texas at Austin also observed classes and conducted follow-up reviews before issuing the final results.

Although intense, the audit was worthwhile, Stacey said. “The state’s work confirmed that our program is doing exactly what it should be doing.”

For prospective students and families, the results offer added assurance, she noted. “They can be confident that if they come to Heidelberg, they will be well-prepared to teach reading. We are fully aligned with what the state says are effective practices.”

Stacey added that the audit also provided valuable opportunities for reflection and growth. The process strengthened partnerships with local K–12 schools and prompted a fresh look at curriculum and instruction.

“It’s always good to examine what you’re doing,” she said. “This process created an avenue for continuous improvement — and affirmed the quality of our work.”