A new report from NCTQ evaluates how well university-based teacher education programs prepare candidates to teach reading and calls for stronger alignment with its preferred approach to reading instruction, along with tighter accountability measures. However, the review finds the report itself falls far short of rigorous empirical standards, relying on unsubstantiated claims, outdated research, and flawed methodology. It also raises concerns about apparent conflicts of interest and concludes that the report promotes a narrow view of reading, de-professionalizes teacher educators, and offers misleading, potentially harmful guidance for policymakers.

Suggested Citation: Aydarova, E. (2026). NEPC Review: Decoding progress in reading preparation (National Council on Teacher Quality, June 2026). Boulder, CO: National Education Policy Center. Retrieved [date], from https://nepc.colorado.edu/review/reading-prep