This study aims to analyze the convergence of evaluative results between future teachers and their respective training institutions, based on the outcomes obtained in the Chilean National Diagnostic Evaluation of Initial Teacher Training, specifically focusing on the section of pedagogical knowledge for Mathematics Education programs nationwide as a case study. These data were contrasted with the indicators associated with Chilean higher education system access, major accreditation, and university accreditation levels. A distribution analysis and multiple correspondence analysis were performed, considering relevant sociodemographic variables. Results show a strong convergence between university selection scores and institutional accreditation, but not with program accreditation or individual variables. This suggests a misalignment between institutional prestige and the actual formative outcomes of future teachers. Evaluation instruments appear to be disconnected from the realities of teacher training, favoring standardized, decontextualized models. Significant performance gaps persist between different program types, revealing structural and pedagogical biases in the current system.