Science of Reading: Where Rhetoric Meets Reality

More than half the states have passed laws or policies mandating a “science of reading” approach to early literacy.

In a sense, these mandates mark the end of one story—that of the activists and educators who have pushed forcefully for an evidence-backed approach to reading. But they’re only the beginning of another story—the monumental challenge of shifting teaching practices on the ground, classroom by classroom.

Are states providing enough coaching for teachers to feel comfortable with an approach still unfamiliar to many of them? Have they provided curriculum and teaching models in time? Are they selecting trainings and materials backed by science? Where is teaching truly changing, and where are old habits still holding on?

This incisive project, the brainchild of reporter Sarah Schwartz, aims to tell that story through the lens of North Carolina, whose challenges mirror those of many states. With reading scores in the middle of the pack, the Tar Heel state passed reading legislation in 2021—alongside nearly a dozen other states. Now it’s wrestling with dueling goals: wanting to move quickly, but also wanting the changes to stick.

We hope the series will give you new insights about the challenge of shaping teaching at scale—and how these educators’ experience can inform your own journey, whether as a teacher, administrator, or policymaker.

—Stephen Sawchuk, Assistant Managing Editor, Education Week