Bachelor’s in Elementary Education Degree Online

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Degree Level

Bachelor's

Class Setting

Online

Area of Study

Teaching

Program

BS in Elementary Education (Licensure)

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Citizenship Status

U.S. Citizen

Military Affiliation

No military affiliation

Country

United States

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Overview

Prepare for a Career as a K-8 Teacher

A Bachelor of Science in Elementary Education degree is an undergraduate degree program that can help prepare you for a career as a K–8 elementary teacher and to seek initial teacher licensure. This degree pathway is tailored for students aspiring to lead in the mental, emotional and social development of children, while also establishing a strong foundation in early academic fundamentals such as math and reading.

This primary education program can help prepare teachers to identify their students’ strengths and areas of opportunity. Based on those insights, teachers will tailor content, instruction and projects that aim to meet diverse student needs and interests.

Other job responsibilities may include:

Motivating and engaging students
Performing assessments and evaluations
Collecting and analyzing student data
Establishing behavioral expectations
Communicating with parents or guardians

Bachelor of Science in Elementary Education

Initial Program – Leads to Initial Teacher Licensure

Offered By

College of Education

Class Settings

Campus

Online

Tuition Rate

Campus: $8,250 per semester [More Info]

Online: $460 per credit [More Info]

Cost of Attendance

Course Information

Credits: 120

Campus: 15 weeks

Online: 7 weeks

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Transfer Credits

Up to 90 credits, only 84 can be lower division

Credits: Fill out the Lopes Eval to find out what will transfer

Admission Requirements

Admission Requirements (Bachelor's)

16+ years old
High School Graduate
3.0+ Unweighted GPA

OR 2.5+ Unweighted GPA and

ACT: 19
SAT: 1000*

Admission requirements may differ based on degree level, program and modality, or transfer status. Some programs of study may require a higher GPA and/or other qualifying criteria for admission. Please review full admission and program requirements in the University Policy Handbook.
*Math and reading only on a 1600 point scale (test date after 3/1/2016). SAT score of 1380 required for 2400 point scale (test date before 3/1/2016).

Coursework

Bachelor’s in Elementary Education Coursework

GCU’s undergraduate teaching degree curriculum includes opportunities for relevant application of concepts, theories and research with an emphasis on elementary educational field experiences.

Teacher candidates will complete approximately 120 hours of observational and practice-based experiences in the field. In addition, candidates will complete a 15-week student teaching experience to further shape career-ready individuals to confidently enter the classroom.

Graduates who successfully complete the elementary program are eligible to apply for an elementary teaching certificate in the state of Arizona.

In this online or on-campus instructional degree program, you will explore:

Lesson planning, assessment, classroom management and diversity including English as a second language (ESL)
Instructional methods across various subjects
Expertise from knowledgeable instructors
Christian worldview and servant leadership principles

Careers

Career Opportunities in K-8 Classrooms

Graduates with this degree may pursue careers in education as an elementary school teacher for K–8 learning environments in private or public schools. A bachelor’s in elementary education can also serve as a segue into earning a master’s degree for advanced knowledge, deepened understanding and the opportunity to position yourself for possible upward mobility.

Many of GCU’s education programs lead to an initial teacher licensure in the state of Arizona. This licensure component is completed through many hours of field work in a physical classroom setting. A degree that does not lead to licensure may still have some field experience, but may not have the lengthy time requirements needed per week that a program leading to licensure does.

Help Children Reach Their Potential

In pursuing your teacher preparation program, you can learn to help children reach their own potential while pursuing a flexible educational experience that works with your schedule.

“I’ve been able to be successful in my job and get to where I am today because of my professors and the GCU community.”
- Becca Wayne, Bachelor of Science in Elementary Education, Class of 2020

10,700

Estimated number of new jobs to open for kindergarten and elementary school teachers from 2022 to 2032.^{(See disclaimer 1)}

Accreditation

Explore Classroom Management Strategies at an Accredited University

GCU’s program meets Arizona elementary education teaching requirements in a K-8 classroom environment. Courses and formats are approved by the Arizona State Board of Education and designed to help you strive toward earning your degree in a primary education program.

GCU’s College of Education is accredited by the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation. Courses are also aligned to standards set by the Interstate Teacher Assessment and Support Consortium (InTASC) and the International Society for Technology in Education (ISTE).

Visit the College of Education accreditation page for information on the accreditations for GCU’s education degree programs.

FAQ

Frequently Asked Questions

This section will provide you with answers to some of your most frequently asked questions, so you can make an informed decision about your academic and professional goals.

What is the difference between elementary education and early childhood education?

Elementary education teachers serve in K–8 settings, gaining skills to teach a broad range of content across multiple grade levels. In contrast, early childhood education focuses on teaching children from birth through third grade. While elementary education encompasses a wider span, including grades up to eight, early childhood is concentrated on the developmental needs of younger children in their early years.

Is a degree in elementary education a BA or a BS?

Can you teach elementary school with this degree?

Yes, typically, individuals who earn this teacher preparation degree are prepared to teach in elementary schools, emphasizing foundational primary skills such as literacy, numeracy, social skills and basic knowledge across subjects like language arts, mathematics, science and social studies.

This degree can help equip you with the necessary skills in curriculum development, classroom management and pedagogy to effectively teach students in elementary school through eighth grade. Additionally, obtaining state certification or licensure after earning your BS in Elementary Education degree may be required depending on the jurisdiction in which one intends to teach.

Is a BS in Elementary Education online degree worth it?

The teaching profession in elementary classrooms may be challenging; however, you may find the rewards in seeing children understand something or make a discovery on their own, which can make the hard work worth it. An education degree can help you position yourself as a more attractive candidate for a variety of career options. According to the U.S. Bureau of Labor Statistics, kindergarten and elementary school teachers have a median annual wage of $63,670 as of May 2023.^{(See disclaimer 2)} This salary is based on a 10-month school year (two months off for summer break), which is the average length of a teacher’s contract.^{(See disclaimer 3)}

How difficult is an elementary education degree program?

Do elementary education teachers get paid in the summer?

Explore Emphasis Options

Discover additional emphasis options that can help you find the right path for your academic and career aspirations.

Courses

Program Curriculum

Credit Summary

General Education Requirements34-40 credits

Major68 credits

Open Elective Credits12-18 credits

Degree Requirements120 credits

General Education Requirements

General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.

Competency

4 Total Credits

Course Description

Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community.

Competency

9-12 Total Credits

Competency

4 Total Credits

Competency

11-12 Total Credits

Course Description

Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.

Competency

6-8 Total Credits

Course Description

Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, cross-cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.

Core Courses

MAT-150

4 Total Credits

ELM-201

4 Total Credits

Course Description

Teacher candidates survey how children and early adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. Teacher candidates explore the implications of growth and development for designing and implementing appropriate and challenging learning experiences. This survey of the theories and research related to how children and young adolescents grow and learn allows teacher candidates to build foundational knowledge for constructing learning experiences that take into consideration students' developmental levels, prior experiences, interests, and culture. Upon completion of this course, teacher candidates will have reflected on personal values and biases and established professional learning goals that reflect codes of ethics, professional standards practices, and relevant laws and policies related to the field of education. Practicum/field experience hours: None. Fingerprint clearance not required.

ELM-211

4 Total Credits

Course Description

Teacher candidates build foundational knowledge on learning theories to identify and design culturally responsive lessons and a variety of assessments that effectively engage and assess diverse learners. Teacher candidates will apply the major concepts, principles, theories, and research related to the cognitive, linguistic, social, emotional, and physical development of children and young adolescents to design and modify instruction and a variety of assessments. Focus is placed on strategies that support learners in self-reflection, goal setting, and identifying quality work. Practicum/field experience hours: None. Fingerprint clearance not required.

HIS-144

4 Total Credits

MAT-151

4 Total Credits

SPD-208

4 Total Credits

Course Description

Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify preventative and responsive practices related to cognitive, linguistic, social, and emotional patterns of learning and development for students with mild to moderate disabilities. Emphasis is placed on identifying appropriate times to differentiate, modify, or accommodate to support student learning. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: None. Fingerprint clearance not required.

ELM-251

4 Total Credits

Course Description

In this writing intensive course, teacher candidates examine how to establish and maintain inclusive and collaborative learning environments that promote positive and safe relationships, active engagement, high expectations, and equity for all students. Teacher candidates focus on expanding students' ability to collaborate and communicate through multiple modes and forms of communication. Practicum/field experience hours: 20. Fingerprint clearance required.

EDU-330

4 Total Credits

Course Description

In this writing-intensive course, teacher candidates will explore multicultural education by engaging in research, communication, and ethical decision-making, focusing on developing educators' skills in creating equitable and inclusive learning environments. Through analysis of evidence and virtuous practice, the course will examine the critical role of educators as advocates for all students, empowering participants to address disparities and promote equitable opportunities for academic success. With a specific focus on the principles of multicultural education, teacher candidates will be encouraged to reflect on the influence of their own worldviews and perceptions. Emphasizing the concept of imago Dei, which sees every individual as made in the image of God, this course aims to foster culturally responsive classrooms that welcome diversity in all forms. Teacher candidates will explore strategies to effectively bridge the gaps between various diversities and academic achievement, to foster human flourishing within the educational sphere. The course blends content with practical application, highlighting the educator's role as an advocate for all students and promoting equitable academic opportunities.

ELM-316

4 Total Credits

Course Description

Teacher candidates examine how to teach foundational skills to develop proficient readers with the capacity to comprehend texts across a range of texts and disciplines. Teacher candidates build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Collaboration with all stakeholders when designing literacy instruction to meet the needs of specific learners is examined. The science surrounding reading instruction is explored and put into practice with this foundational knowledge. Additionally, teacher candidates use a variety of data to reflect on teaching practices, inform instruction, and improve student learning. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

GOV-260

1 Total Credits

ESL-440N

3 Total Credits

Course Description

In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs and approaches for teaching English learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement as they plan, deliver, and evaluate standards-based instruction for English learners. Practicum/field experience hours: 15. Fingerprint clearance required.

REA-326

4 Total Credits

Course Description

Teacher candidates develop strategies for literacy intervention and remediation to foster and support student autonomy in the classroom. Teacher candidates build knowledge and skills to analyze and use assessment data when planning literacy supports in all content areas, communicating student progress, promoting self-directed learning, and empowering students to set goals for their own learning outcomes. Language and literacy development is examined to inform intervention and remediation strategies and practices that support readers of varying ages and ability levels, including students with dyslexia and other reading disabilities. Emphasis is placed on identifying the strengths and needs of individuals when planning instruction and providing descriptive and timely feedback on student progress. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.

ELM-455

4 Total Credits

Course Description

Teacher candidates will build an evidence-based foundation for teaching science standards including research on the ways students learn science effectively through creating real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Teacher candidates will examine and implement inquiry-based instructional strategies for teaching science lessons about physical science, earth and space science, life science, and health that integrate the science standards and practices. Emphasis is placed on collaboration and digital literacy to promote learner development, achievement, and well-being. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

ELM-465

4 Total Credits

Course Description

Teacher candidates examine a variety of instructional strategies to encourage students to develop a conceptual understanding of the mathematics standards and procedures that define elementary and middle school mathematics including: number sense, place value, basic operations, fractions and decimals, algebra concepts, measurement, and proportions. From this foundational knowledge, candidates select, adapt, and implement research-based methods, instructional strategies, and interventions to purposefully engage learners in using creative and critical-thinking skills and to ensure all students have an equitable learning experience in mathematics. Teacher candidates explore collaboration to promote a mathematical mindset that establishes a positive and supportive learning environment and nurtures learner growth and development. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.

ELM-475

4 Total Credits

Course Description

Teacher candidates will build foundational knowledge on how to use concepts from reading, language, and child development to teach and assess reading, writing, speaking, viewing, listening, and thinking skills using differentiated and standards-based instruction. From this foundational knowledge, teacher candidates will create opportunities for students to practice academic language and literacy across subject areas. Teacher candidates select, adapt, and implement research-based methods, instructional strategies, culturally responsive teaching, and inclusive practices to individualize meaningful and challenging learning for students, with an emphasis on literacy. Emphasis is placed on using a variety of data to monitor learner needs, reflect on student learning, and guide future instruction. Practicum/field experience hours: 25. Fingerprint clearance required. Prerequisite: ELM-316.

ELM-485

4 Total Credits

Course Description

Teacher candidates will examine a variety of instructional strategies to encourage students to independently and collaboratively develop a deep understanding of the major concepts and modes of inquiry from the study of social studies. Teacher candidates will build foundational knowledge on promoting elementary students' abilities to critically analyze and make informed decisions that consider multiple perspectives as citizens of a culturally diverse local and global society. Teacher candidates will integrate the performing and visual arts as primary media for communication, creativity, and engagement among elementary students. Additionally, advocacy for students, families, schools, and the community to strengthen the learning environment, promote student success, and demonstrate leadership is explored. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

ELM-490

8 Total Credits

Course Description

Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Performance of Evaluation (STEP).Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to develop a Student Teaching Evaluation of Performance (STEP). The teacher candidate will have a GCU course instructor, a GCU faculty supervisor, and be placed in an approved school with a certified cooperating teacher/mentor. Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area; a 2.8 GPA; successful completion of NES or your state’s mandated content area exams; and approval and placement by the College of Education Office of Clinical Practice. All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.

GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
Please refer to the Academic Catalog for more information. Programs or courses subject to change

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Prepare To Shape Young Minds

Transform your passion for teaching into a profession. Pursue a bachelor’s in elementary education degree online or in person.

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If you are seeking licensure/certification, please refer to the "Accreditation and Compliance/State Disclosures” link for the specific program of interest’s website for your location and/or employment state’s licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

COVID-19 has adversely affected the global economy and data from 2020 to 2022 may be atypical compared to prior years. Accordingly, data shown is effective September 2022, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Kindergarten and Elementary School Teachers, retrieved on Nov. 13, 2023.
The earnings referenced were reported by the U.S. Bureau of Labor Statistics (BLS), Kindergarten and Elementary School Teachers as of May 2023, retrieved on July 26, 2024. Due to COVID-19, data from 2020 to 2023 may be atypical compared to prior years. BLS calculates the median using salaries of workers nationwide with varying levels of education and experience. It does not reflect the earnings of GCU graduates as kindergarten and elementary school teachers, nor does it reflect the earnings of workers in one city or region of the country or a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. Grand Canyon University can make no guarantees on individual graduates’ salaries. Your employability will be determined by numerous factors over which GCU has no control, such as the employer the graduate chooses to apply to, the graduate’s experience level, individual characteristics, skills, etc. against a pool of candidates.
U.S. Bureau of Labor Statistics (2022, Oct. 4), Kindergarten and Elementary School Teachers – Pay. Retrieved on May 16, 2023.

Bachelor’s in Elementary Education Degree Online

Prepare for a Career as a K-8 Teacher

Study Elementary Teacher Training Concepts

Bachelor’s in Elementary Education Coursework

Career Opportunities in K-8 Classrooms

Help Children Reach Their Potential

Explore Classroom Management Strategies at an Accredited University

Frequently Asked Questions

Explore Emphasis Options

Program Curriculum

General Education Requirements

Core Courses