House Bill (HB) 2872, which contained important early literacy reforms, was on the move during the 2026 Missouri legislative session, but did not ultimately become law.
If passed, HB 2872 would have created a mandatory third-grade retention policy for students who could not read effectively and established an enforcement mechanism to align Missouri’s teacher preparation programs with the science of reading.
One of the reasons cited by opponents of the bill was that we needed to wait and let Missouri’s 2022 early literacy reforms take “full effect.” The earlier legislation had some positive aspects, but HB 2872 would have filled important gaps that are clearly seen in a new 2026 report from the National Council on Teacher Quality (NCTQ).
The NCTQ report evaluates colleges and universities across the United States on how effectively their curriculum addresses the five core components of the science of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It also considers whether programs teach practices found to be ineffective, such as the three-cueing method.
Among the 50 states, Missouri ranks 44th in addressing the core components of the science of reading, with an average of just 2.3 out of 5.0 components. Half of all states scored 4.0 or higher, while often-praised Mississippi scored 4.7.
Even more alarming, Missouri ranks 2nd in the nation, behind only Maine, in teaching ineffective reading practices. Our participating programs taught almost four times more ineffective practices, on average, than the national average.
These results suggest Missouri cannot afford to simply wait for our prior literacy reforms to “take effect.” Today’s students in Missouri’s teacher preparation programs are the teachers of tomorrow’s children, and many are not learning how to teach reading correctly.
Nearly half of the universities in Missouri evaluated by NCTQ received an “F” in teaching the science of reading, including Northwest Missouri State University, Truman State University, and Missouri Southern State University. By comparison, 73% of Mississippi’s programs received an A and none earned an F.
It’s also concerning that 52 percent of Missouri’s programs either refused to participate, provided heavily redacted materials, or were otherwise unresponsive to the survey. These institutions partner with the state to prepare future teachers, and there should be transparency about how they train teachers.
The success stories of early literacy reforms are well known. Mississippi, Louisiana, Tennessee, and Indiana have posted meaningful gains in reading achievement after implementing reforms, while Missouri continues to slide in national rankings. We fell from 27th to 38th in fourth-grade reading on the National Assessment of Educational Progress between 2013 and 2024.
In 2023, Indiana required teacher preparation programs to be aligned with the science of reading and prohibited the use of the three-cueing method. Any unaligned program loses the right to be called “accredited.” In a previous NCTQ report from 2023 based on data from before Indiana implemented reforms, 33 percent of Indiana’s programs received an A+ or an A. In 2026, 96 percent received an A+ or A.
The reforms in HB 2872 were modeled on Indiana’s policy and would have helped ensure that future Missouri teachers are trained in the science of reading. Early literacy reform would have built on past successes and helped more students become confident, capable readers. All we can do now is try again next year.
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