The quality of teacher preparation has emerged as one of the most pressing education policy issues in the Tri-State region in 2026. According to a report released in June 2026, half of teacher preparation programs in New York are failing to properly train educators to teach students how to read, despite the state’s push to overhaul literacy instruction[reference:11]. This finding has significant implications for student outcomes across the state and raises fundamental questions about how teachers are prepared for the classroom.
The report’s findings are particularly concerning given the broader context of reading proficiency in New York. Only 36% of Black and Latinx students were proficient in reading[reference:12]. The percentage of fourth graders scoring below the NAEP Basic level increased to 40% in 2024, up from 30% in 2013[reference:13]. These statistics reflect a literacy crisis that has been years in the making—and one that teacher preparation programs are failing to address adequately.
New York’s teacher preparation policies are stronger than most states in terms of ensuring that new teachers are ready to help students achieve to the high levels necessary for college and careers[reference:14]. However, there is still room for improvement. The state is one of just 17 states in the nation that does not grant K-12 special education teacher licenses[reference:15], creating potential gaps in the preparation of teachers who work with students with disabilities.
The state’s response to these challenges has been multifaceted. New York is introducing a competency-based diploma that will replace traditional high school testing with real-world skills[reference:16]. By next fall, the majority of students in New York high schools will not be required to pass the state’s Regents exams to earn a diploma[reference:17]. This shift reflects a growing recognition that traditional testing does not adequately measure the skills students need for success in college, career, and life.
Teacher preparation programs themselves are under increasing scrutiny. The New York State Education Department has been working to strengthen requirements for teacher preparation, including ensuring that programs provide elementary teacher candidates with a broad liberal arts education[reference:18]. The state requires all candidates to complete a general education core in the liberal arts and sciences[reference:19], providing the necessary foundation for teaching to state standards.
The cost and effectiveness of public education in New York remain central challenges to the state’s competitiveness[reference:20]. The Commission recommends that New York increase public school accountability and transparency by reforming the current district reporting process to reflect the actual cost of providing education in each public school district[reference:21]. This recommendation reflects a broader recognition that educational quality cannot be separated from resource allocation and accountability.
For parents and advocates across the Tri-State region, the teacher preparation crisis has direct implications for their children’s education. The quality of classroom instruction depends fundamentally on the quality of teacher preparation. When half of teacher preparation programs are failing to teach reading effectively, students pay the price. This is particularly true for students from historically underserved communities, who are more likely to be taught by inexperienced or underprepared teachers.
The path forward requires a comprehensive approach. Teacher preparation programs must be held accountable for their outcomes, with clear metrics for measuring effectiveness. The state must ensure that its approved teacher preparation programs deliver a comprehensive program of study[reference:22]. And parents and advocates must have access to information about program quality so they can make informed decisions about where to send their children to school.
The Tri-State education landscape of 2026 is at a crossroads. The teacher preparation crisis is not an isolated problem but a symptom of deeper challenges in how the region prepares educators for the classroom. Addressing these challenges will require sustained commitment from policymakers, educators, and communities. The stakes could not be higher: the quality of teacher preparation directly affects the quality of student learning, and ultimately, the future of the region.
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