Archives for category: Literacy

Nancy Bailey is a veteran teacher who always has wise insights into what happens in the classroom. In this post, she questions the corporate interest in the so-called science of reading.

She begins:

Many of the same individuals who favor charter schools, private schools, and online instruction, including corporate reformers, use the so-called Science of Reading (SoR) to make public school teachers look like they’ve failed at teaching reading.

Politicians and corporations have had a past and current influence on reading instruction to privatize public schools with online programs. This has been going on for years, so why aren’t reading scores soaring? The SoR involves primarily online programs, but it’s often unclear whether they work.

The Corporate Connection to the SoR

Bill and Melinda Gates Foundation

The Bill and Melinda Gates Foundation fund numerous nonprofits to end public education. The National Council of Teacher Quality (NCTQ), backed by Gates and other corporations, an astroturf organization, promotes the SoR.

SoR promoters ignore the failure of Common Core State Standards (CCSS), embedded in most online programs, like iReady and Amplify. CCSS, influenced by the Gates Foundation, has been around for years.

Also, despite its documented failure ($335 million), the Gates Foundation Measures of Effective Teaching, a past reform initiative (See VAMboozled!), irreparably harmed the teaching profession, casting doubt on teachers’ ability.

EdReports, another Gates-funded group, promotes their favored programs, but why trust what they say about reading instruction? They’ve failed at their past education endeavors.

But the Bill and Melinda Gates Foundation continues to reinvent itself and funds many nonprofits that promote their agenda, including the SoR.

Please open the link and read on.

Texas has a teacher shortage, but that doesn’t stop the state from piling new requirements on teachers.

Brian Lopez of The Texas Tribune reports:

It was one thing to ask Texas teachers — during an ongoing teacher’s shortage — to make extra room in their busy home routines for online classroom teaching for months, then to monitor the latest in vaccine and mask mandates while waiting and adjusting yet again for a return to the classroom.

But now, as teachers attempt to restore all the learning lost by their students during the pandemic, the Texas Legislature has insisted those who teach grades K-3 need to jump another hurdle: they need to complete a 60-to-120 hour course on reading, known as Reading Academies, if they want to keep their jobs in 2023.

And they must do it on their own time, unpaid.

For many like 38-year-old Christina Guerra, a special education teacher in the Rio Grande Valley, the course requirement is the final straw and it is sending teachers like her and others out the door.

“I don’t want to do it,” she said. “I refuse to, and if they fire me, they fire me.”

Course adds to teacher workload

In 2019, the Legislature wanted to improve student reading scores and came up with a requirement that teachers complete this reading skills course. Every teacher working in early elementary grades — kindergarten through third — along with principals, had until the end of the 2022-23 school year to complete it.

Governor Greg Abbott is not satisfied with the performance of Texas students on NAEP. But Texas has a growing crisis of teacher shortages.

But the pressures of the pandemic have forced many teachers to reconsider whether to remain in the profession. From 2010 to 2019, the number of teachers certified in Texas fell by about 20%, according to a University of Houston report.

After recent reports of more teacher departures, Gov. Greg Abbott formed a task force to address teacher shortages.

But teachers and public education advocates alike believe the state should hold itself accountable for the teacher departures, especially when adding requirements that add to teacher workload.

“I just feel like a lemon just squeezing, squeezing, squeezing,” said Guerra, a special education teacher in La Joya Independent School District. “But there’s no more, there’s nothing that you squeeze out anymore. There’s no more juice.”

Guerra plans to leave the profession at the end of the school year.

One way to increase the teacher shortage is to crack down on teachers, demanding more while paying less.

Bob Shepherd wrote this essay about reading instruction in 2019. It has aged well. It is a long discussion about the futility of the “reading wars.” Shepherd explains how useless and counterproductive the current emphasis on “reading strategies” is. It is well worth your time to sit down and read it through.

Nancy Bailey is a retired teacher who battles misinformation and propaganda. In this post, she dissects a new film called “The Truth About Reading,” which is riddled with half-truths and omissions. It is yet another alarmist film that calls parents to the barricades to engage in another round of The Reading Wars.

She begins:

Americans are getting primed with a trailer for a new documentary called The Truth About Reading. It’s said there needs to be a grassroots movement of parents and educators who are angry and say enough is enough.

Wouldn’t it be better if teachers and parents met and shared their concerns about reading at their schools? Schools do various reading programs that might need review, especially if students have difficulty learning.

Open the link and read on.

Larry Lee, a close follower of education politics in Alabama and former board member in Montgomery, writes here about an ill-informed decision by Governor Kay Ivey. Over the objections of experienced educators, Governor Ivey vetoed a bill that would have delayed implementation of the Alabama Literacy Act by two years. The Act requires that third grades be retained if they can’t the third grade reading test.

Larry talked to some of the educators he respects most, and they were appalled.

The phone rang about 8 p.m. on Thursday night, May 27.  The person on the other end was dejected and discouraged.  I immediately recognized the voice of Hope Zeanah, a 40-year veteran educator, assistant superintendent of the Baldwin County school system and a former Alabama Elementary Principal of the Year.

In my book, Zeanah is one of the best educators anywhere.  She has learned a lot in her 40 years and knows how to convey her knowledge in a way that makes sense and is guided by what is best for children.

“I just wish politicians WOULD NOT make educational policies and leave educating children up to educators,” she said  “It makes us feel like they are saying we are not smart enough to make a decision for our students whether or not they should be promoted to the next grade. I feel like these type decisions are the reason we are seeing fewer young people going into education.”

Larry reviewed the literature about third grade retention and saw that it was not only controversial but some of the most respected experts thought it was detrimental to children.

But Alabama has been looking jealously at Mississippi’s NAEP scores and trying to copy the state next door. The secret to Mississippi’s success in fourth-grade NAEP is that it retains poor readers in third grade. That’s not really a strategy, it’s cheating. But it works for Mississippi. Apparently the illusion of success works as well as genuine success. A recent issue of The Economist lauded Mississippi as a national leader in literacy. But Mississippi gets those scores by retaining more third graders than any other state.

He writes:

“The so-called “Gold Standard” of all testing is the National Assessment of Education Progress (NAEP).  This test is given across the country every two years to a random selection of fourth and eighth graders.  Only about 5,000 students in both grades are tested in each state.  This is probably themost misunderstood and abused test in the U.S.  (Especially by politicians who constantly want to break education down into only numbers.)

“(Go back to 2016 for a great example of misusing NAEP scores.  The state school board picked a new state superintendent that year.  Governor Robert Bentley had a vote and used it to be the deciding vote to hire Mike Sentance, a Boston attorney who had never been a teacher, principal or local superintendent.  His reason?  Massachusetts had the highest fourth-grade NAEP  scores on math in the country.  Sentance was a disaster and lasted only one year.)

“Truthfully, while no one pays much attention to retention info, they do like to compare NAEP scores.

“And Mississippi has done very well on NAEP in the last few years.  In fact, they have made larger gains, particularly for fourth-graders, since 2013 than any other state.  But it should be pointed out that Mississippi retains a higher percent of third-graders than any other state.

“So Mississippi is making sure its poorest performing kids are not taking the fourth-grade NAEP tests.  It’s just like you told the third-grade teacher that you wanted to weigh all her students and get the average weight–but you can’t weigh the fat kids.

Politicians in New York City and New York State eagerly seek the endorsement of the ultra-orthodox Hasidic community because it tends to vote as a bloc, favoring whoever supports their interests. One of their highest goals is to make sure that their religious schools are free of any state mandates. Andrew Yang has emerged as the leading defender of the yeshivas and their “right” not to provide a secular education.

An investigation of yeshivas by New York City officials that started in 2015 wasn’t completed until 2019. The investigation was prompted as a result of complaints by a group of yeshiva graduates called YAFFED (Young Advocates for Fair Education), led by Naftuli Moser. YAFFED said that some yeshivas failed to teach basic secular subjects such as English, science, and mathematics, leaving their students unprepared to enter secular society. YAFFED accused Mayor de Blasio of slowing down the investigation to placate his allies in the politically powerful Orthodox Jewish community.

In 2018, the New York Times ran an opinion piece by a graduate of a yeshiva complaining that all of his schooling had been taught in Yiddish or Hebrew, leaving him with no skills for the modern economy.

I was raised in New York’s Hasidic community and educated in its schools. At my yeshiva elementary school, I received robust instruction in Talmudic discourse and Jewish religious law, but not a word about history, geography, science, literature, art or most other subjects required by New York State law. I received rudimentary instruction in English and arithmetic — an afterthought after a long day of religious studies — but by high school, secular studies were dispensed with altogether.

The language of instruction was, for the most part, Yiddish. English, our teachers would remind us, was profane.

During my senior year of high school, a common sight in our study hall was of students learning to sign their names in English, practicing for their marriage license. For many, it was the first time writing their names in anything but Yiddish or Hebrew.

When I was in my 20s, already a father of three, I had no marketable skills, despite 18 years of schooling. I could rely only on an ill-paid position as a teacher of religious studies at the local boys’ yeshiva, which required no special training or certification. As our family grew steadily — birth control, or even basic sexual education, wasn’t part of the curriculum — my then-wife and I struggled, even with food stamps, Medicaid and Section 8 housing vouchers, which are officially factored into the budgets of many of New York’s Hasidic families.

Leonie Haimson, executive director of Class Size Matters, reported that the yeshivas “receive hundreds of millions of dollars in government funding, through federal programs like Title I and Head Start and state programs like Academic Intervention Services and universal pre-K. For New York City’s yeshivas, $120 million comes from the state-funded, city-run Child Care and Development Block Grant subsidy program: nearly a quarter of the allocation to the entire city.”

When the state or city says that the yeshivas should provide an education for their students that is “substantially equivalent” to secular education, their leaders cry “separation of church and state!” But, inconsistently, their representatives in the legislature actively lobby for tuition tax credits and vouchers. They want the state’s money but not its oversight of the education they provide.

Politico reported in 2019:

Only two out of 28 yeshivas investigated by the city’s Department of Education were deemed to be providing an education “substantially equivalent“ to that given at secular public schools, with another nine on their way to providing it, according to the city’s report on the long-delayed investigation into failing yeshivas.

The group Young Advocates for Fair Education, or YAFFED, lodged complaints against 39 yeshivas it deemed failing in 2015, which is when the city ostensibly began its investigation. After years of delay, the city narrowed its scope to only 28 of the schools. The DOE finished its visits to those schools this year, according to a letter schools Chancellor Richard Carranza sent to Shannon Tahoe, the interim state education commissioner, on

Out of those 28 schools, the DOE said only two were found to be substantially equivalent to legally mandated secular education standards; nine schools were found to be moving toward substantial equivalency; 12 were cited as “developing in their provision of substantially equivalent instruction,” and another five were deemed “underdeveloped in demonstrating or providing evidence of substantially equivalent instruction.

Some yeshivas refused to allow the investigators to enter.

Now comes an election for Mayor in 2021, and Andrew Yang is a prominent candidate.

Yang has made a point of siding with the Orthodox community and defending their “right” to ignore state curriculum standards (e.g., teaching secular subjects like mathematics and science in English, not Hebrew or yiddish). Consequently, he has become a favorite among the leaders of the Ultra-Orthodox community. Yang has made a point of his support for parent’s freedom to choose any kind of education they want.

As other candidates danced around the subject, Yang offered a blunt defense of the embattled Jewish private schools. “I do not think we should be prescribing a curriculum unless that curriculum can be demonstrated to have improved impact on people’s career trajectories and prospects,” Yang said.

He added, pointing to his own month-long Bible course at a Westchester prep school: “I do not see why we somehow are prioritizing secular over faith-based learning.”

The stance rankled some education advocates, who pointed to a 2019 report that found just a fraction of yeshivas were providing students with adequate secular instruction. Other observers described the comments, which echoed a similar answer recently given to The Forward by Yang, as a transparent attempt to curry favor with the Hasidic voting bloc.

This is a transparently disingenuous response, since studying the Bible as literature for a month is very different from religious indoctrination and studying almost all subjects in Hebrew or Yiddish. Certainly this does not prepare young people to enter the modern economy with the skills they need. (Apparently, Yang attended public high school in Somers, New York, in Westchester County, then the private Phillips Exeter in Massachusetts.)

“It’s like a horse race where one horse comes from last to near the top,” one leader in the Orthodox community, who asked for anonymity in order to speak candidly, told Gothamist. While Eric Adams and Scott Stringer were previously seen as the front-runner candidates, “nobody expected we’d even look at this guy,” the source added of Yang. “All of a sudden it’s ‘Whew!’ He’s certainly in that first tier pool of candidates.”

On Twitter, both the Satmar and Bobov, two of Brooklyn’s most influential Hasidic dynasties, have referred to Yang’s comments as “refreshing.” The head of New York government relations for Agudath Israel, an umbrella organization for Haredi Orthodox synagogues, also commended the candidate on Thursday.

The recent comments mark a shift from an answer Yang gave to Politico last month, in which he suggested that schools not meeting baseline standards should be investigated. In the time since, the outlet noted, the campaign has hired the Borough Park District Leader David Schwartz as director of Jewish Community Outreach.

“The things he’s saying echo with great precision what the pro-yeshiva groups are saying,” another source in the Orthodox community told Gothamist. “He’s very carefully putting these talking points out there.”

Yang defended his stance at a forum moderated by Randi Weingarten:

Gracie Mansion hopeful Andrew Yang on Thursday mounted an extraordinary defense of the Big Apple’s embattled yeshiva schools, telling a Jewish mayoral forum that the city has little business “prescribing” secular curriculum to the religious institutions.

Yang made the comments during a virtual New York City mayoral forum hosted by the New York Jewish Agenda after moderator Randi Weingarten asked him: “As mayor, how would you ensure that every child receives what the New York state Constitution calls a sound basic education on secular topics, including not just the public schools, but including the yeshivas and other religious schools.”

“When I looked at the yeshiva question, Randi, the first thing I wanted to see were — what were the outcomes, what is the data,” Yang responded.

The tech entrepreneur and a leading Democratic front-runner in the mayoral race, continued, “I do not think we should be prescribing a curriculum unless that curriculum can be demonstrated to have improved impact on people’s career trajectories and prospects afterwards.”

Yang’s remarks fly in the face of a damning 2019 report by the Department of Educationon yeshiva schools in the city that found that just two of 28 provided adequate secular education to their students.

“If a school is delivering the same outcomes, like, I do not think we should be prescribing rigid curricula,” said Yang who then spoke of his experience in high school.

“I will also say that when I was in public school we studied the Bible for a month. Bible as literature,” he said. “If it was good enough for my public school, I do not see why we somehow are prioritizing secular over faith-based learning.”

Andrew Yang is a cynical opportunist.

Bob Shepherd recognizes that Trump has left behind many memories, many additions to our dictionary, many new linguistic expressions.

In this post, he remembers what Trump has added to our common vocabulary.

Starting with covfefe.

Paul Thomas, an experienced high school teacher who became an experienced college professor at Furman University in South Carolina, writes here about the ongoing controversy surrounding claims for “the science of reading.” As he notes (and as I wrote about in my book Left Back: A Century of Battles Over School Reform), the “crisis” in reading instruction and literacy has recurred with stunning frequency over the course of the past century, plus.

Debates about how to teach reading can be traced back to the early 19th century, when Horace Mann derided the teaching of the alphabet and advocated learning whole words. Warring camps argued over the best way to teach reading. In 1955, Rudolf Flesch published Why Johnny Can’t Read, denouncing whole-word instruction and insisting on a revival of phonics. In 1967, literacy expert Jeanne Chall published what was supposed to be the definitive work on the teaching of reading, called Learning to Read: The Great Debate; she recommended phonics in the early grades and a rapid transition to worthy children’s literature. In the 1980s, the whole-language movement swept through the reading field, deriding phonics as Mann had. In the 1990s, the National Reading Panel emphasized the importance of phonics. No Child Left Behind absorbed the conclusions of the National Reading Panel Report and included a large grant program called Reading First, requiring that schools use “scientific methods” of teaching reading. The program, however, was marred by scandals and self-dealing. Some consultants hired by the U.S. Department of Education recommended programs in which they were coauthors and stood to profit.

Thomas writes:

The SoR [Science of Reading] movement is a bandwagon with its wheels mired in the same muddled arguments that have never been true and silver-bullet solutions that have never worked.

My conclusion: There is no one best way to teach reading. Experienced teachers have a toolkit of methods, and they use whatever method works best for their students. All reading teachers should know how to teach phonics, and all reading teachers should understand when it is appropriate to teach phonics. All reading teachers should prioritize the joy of reading and the love of literature.

In time, almost everyone learns to read, regardless of method. John Dewey, it should be noted, recommended that children begin reading instruction at the age of 8. Currently, many states punish students who have not learned to read fluently by the age of 8.

Louisiana has been firmly in the grip of “reformers” (i.e., believers in privatization, Teach for America, and high-stakes testing) for many years. The “reformers'” biggest coup was the complete demolition of public schools in New Orleans, in the years following the catastrophic Hurricane Katrina in 2005. Buoyed by funding from out-of-state billionaires, the proponents of disruption took control of the state board of education (Board of Elementary and Secondary Education). Apologists for privatization still point to New Orleans as their proof point of success, but the state has recently assigned grades of D or F to about half of its schools.

In January 2012, John White, one of the stars of the privatization industry, was selected by the state board as superintendent of the state. He served for eight years. During that time, Louisiana dropped to near the bottom of the nation on the National Assessment of Educational Progress.

After White resigned, the state board chose Cade Brumley, an experienced Louisiana educator who had held district superintendencies in the state

After reformers hyped the “success” of reform in the state for 15 years, Brumley recently revealed that reading scores had declined in the early grades.

A new report shows reading scores for Louisiana’s youngest students have plunged for three consecutive years, raising red flags over arguably the state’s top challenge for improving achievement in the classroom.

The issue is getting new attention after state leaders learned last week that reading levels for students in kindergarten, first, second and third grades have all steadily dropped.

More than half of students in all four grades are performing below grade level, a potential harbinger of major learning problems.

“Clearly what we are doing is not getting the results that our kids deserve,” state Superintendent of Education Cade Brumley told the state Board of Elementary and Secondary Education.

Former state board member Leslie Jacobs, who was one of the most outspoken cheerleaders for the demolition of public schools in New Orleans, said that Louisiana needed to follow the Florida model. Florida gets high fourth-grade reading scores by gaming the system; it holds back third-graders who are not up to grade level. This artificially inflates the state’s scores on fourth-grade NAEP. By eighth grade, however, the Florida readings scores are mediocre; you can’t hold back the low-scoring readers forever.

As anyone who read my book Left Back (2000) knows, I have long been persuaded of the value of phonetic instruction for early readers. I was a friend of the late Jeanne Chall, who began her career as a kindergarten teacher and eventually became a Harvard professor and the nation’s most eminent reading researcher. Her 1967 book, Learning to Read: The Great Debate, should have ended the reading wars, but they continued for the next half century. She understood that both sides were right, and that teachers should have a tool-kit of strategies, including phonetic instruction, that they could deploy when appropriate.

In recent years, proponents of phonics have termed themselves champions of “the science of reading.” Even though I support phonics instruction, I find it misleading to use this term. Learning to read is one of the most important experiences that children have in their lifetimes. Of course, teachers should know how to teach students how to decode words. Of course, teachers should use reading and writing instruction together. Of course, teachers should introduce children to wonderful literature. Of course, of course, of course.

But teaching reading is not science. Good reading teachers use their knowledge, judgment, skill, and experience. They are not scientists. They are reading teachers.

The “science of reading” sounds to me like “the science of play,” “the science of cooking,” “the science of pedagogy,” “the science of love,” “the science of finding the right mate,” “the science of tennis.” You can take it from there.

Reading is not chemistry, biology, physics, or mathematics. Some children will learn to read before they ever start school, because they sat on the lap of a parent who read the same books over and over, with love, delight, and enthusiasm. Many children do need systematic decoding instruction and phonemic awareness. Reading teachers know which children need which approach.

Just as there is no “science of history,” “science of literature,” or “science of government,” there is no “science of reading.” I would go farther and ay there is no “science of teaching science.” Science is based on hypothesis and evidence, but teachers will find a variety of ways to teach science. Good teachers, whatever their field, rely on the knowledge and judgment gleaned from practice, study, and experience. With time and good teachers, all children will learn to read.