A national review of reading in teacher preparation finds that while many programs have improved, a substantial portion still trains future teachers in discredited methods. The National Council on Teacher Quality (NCTQ) reports that since 2023, the share of programs earning an A—covering phonemic awareness, phonics, fluency, vocabulary, and comprehension with no discredited practices—rose from 26% to 53%. However, fewer than a quarter of programs scored F, and about 1 in 5 still includes outdated approaches even in states with “science of reading” mandates. NCTQ President Heather Peske called the finding “discouraging,” citing the persistence of practices such as “three cueing,” which encourages readers to rely on pictures and context rather than sound out words. NCTQ’s review examined 700 teacher-preparation programs at colleges and universities leading to an initial license, using analysis of syllabi, course materials, lectures, assignments, and clinical practice time. The report underscores the compliance gap between state mandates and actual preservice training.