State of Literacy Reform: Analysis of Teacher Training and Implementation Efforts

The push for improved literacy instruction in schools has gained momentum in recent years, with most states revising their strategies to address slow academic progress and COVID-related learning loss. However, a new analysis by the National Center on Teacher Quality (NCTQ) reveals that many states are falling short in adequately training and supporting teachers to implement these ambitious plans.

The report identifies five key areas where education authorities can better equip teachers to teach literacy fundamentals, such as establishing rigorous training and licensure standards and providing meaningful professional development. While some states have made progress in this area, others have been criticized for their lack of action or incomplete measures.

One concerning finding is that many states use licensure tests that lack content related to the science of reading, a critical body of research on how people understand written language. Additionally, the majority of states do not require districts to choose reading curricula that align with the science of reading.

NCTQ President Heather Peske commended recent policy changes but emphasized the importance of effective implementation. She stressed that passing state policies is just the beginning and that the focus should now shift to ensuring that teachers are prepared and supported to deliver scientifically based reading instruction.

While some states, like Mississippi, have been recognized for their efforts in implementing reading reforms, others, such as Maine, Montana, and South Dakota, have been rated as “unacceptable” in their approach to literacy instruction.

The report also highlights the lack of standards for teaching candidates on the science of reading in many states, as well as the use of outdated or ineffective reading materials in classrooms. Only a handful of states require districts to use high-quality reading curricula, leaving many students without access to effective instruction.

Overall, the report underscores the importance of equipping teachers with the necessary skills and resources to improve student reading outcomes. As Peske noted, teachers play a crucial role in impacting student success, making it essential to prioritize teacher preparation and support in literacy instruction.