AACTE Responds to Release of NCTQ’s Decoding Progress in Reading Preparation Report

Statement from AACTE President and CEO Cheryl Holcomb-McCoy, Ph.D.

As the nation’s leading association representing educator preparation programs (EPPs), AACTE (American Association of Colleges for Teacher Education) is committed to advancing evidence-informed teaching practices, supporting continuous improvement, and strengthening the preparation of educators who meet the diverse needs of today’s learners.

Today, the National Council on Teacher Quality (NCTQ) released its 2026 report, Decoding Progress in Reading Preparation, which reflects encouraging progress, with more EPPs demonstrating stronger alignment with evidence-based reading instruction than in previous reviews.

While AACTE supports rigorous evaluation and accountability, we have concerns about methodologies, such as those used by NCTQ, that rely primarily on document review as a proxy for the quality of educator preparation.

Research on teacher effectiveness should consistently demonstrate the importance of strong clinical preparation, expert mentoring, content and pedagogical expertise, and opportunities to apply evidence-based instructional practices in authentic classroom settings, all core elements of high-quality educator preparation. These elements are essential to teacher effectiveness and student success, yet they are difficult to measure through document reviews alone.

The field has spent decades debating ratings, rankings, and reports. Yet experience has shown that assigning blame or singling out institutions has not been the most effective path to lasting improvement. Progress occurs when programs are supported in implementing evidence-based practices, when successful innovations are shared across institutions, and when stakeholders work together to strengthen the educator pipeline. The gains highlighted in this year’s report should serve as an opportunity to build momentum, recognize progress, and invest in the work that remains.

AACTE is pleased to see member institutions and leaders recognized in the report, including Dean Ellen McIntyre, Ed.D., whose leadership has advanced literacy instruction and educator development across multiple institutions. We also celebrate the recognition of Winston-Salem State University for its innovative literacy preparation efforts, including one-to-one tutoring partnerships and support for multilingual learners. As an AACTE member institution and leading HBCU, Winston-Salem State reflects the innovation and excellence found throughout EPPs nationwide.

These examples reinforce what AACTE has long known: EPPs are committed to continuous improvement and are making meaningful investments in strengthening literacy instruction. Faculty and institutional leaders are redesigning coursework, deepening clinical experiences, building stronger school partnerships, and integrating evidence-informed reading practices to better prepare teachers for today’s classrooms.

Improving literacy outcomes is a shared responsibility. EPPs, PK–12 schools, state agencies, policymakers, researchers, families, and communities all play vital roles in ensuring student success. AACTE is committed to this work and welcomes opportunities to work alongside NCTQ and other literacy leaders in advancing a collective agenda focused on evidence, continuous improvement, and student learning.