To address the learning loss caused by the pandemic, educators and policymakers have been searching for cost-effective solutions.
A new study, released on Monday, highlights the positive results of a reading program in California that focused on training teachers in the principles of the science of reading. The program, implemented in approximately 70 low-performing schools, led to significant improvements in test scores for third graders in English and math. The program cost about $1,000 per student annually and included teacher training, administration retraining, and new classroom materials.
The study, conducted by Sarah Novicoff, a Stanford graduate student, and Thomas S. Dee, a professor of education, compared schools that participated in the program to a similar set of schools that did not. The results of the study are yet to be peer-reviewed.
Timothy Shanahan, a literacy expert and professor emeritus at the University of Illinois, Chicago, expressed cautious optimism about the results. He noted that while early grade education reforms often show positive results, interventions for older students tend to be less effective. The study’s findings are particularly significant as they focus on low-income students who were most impacted by the pandemic and faced challenges with remote learning.
The program’s cost was significantly lower than reducing class sizes to achieve similar learning gains. It was also comparable to or less expensive than many high-quality tutoring programs. The study could potentially support efforts to reform reading instruction based on cognitive research.
The California study provides hope that science-of-reading reforms can be successful without the need for grade-retention policies. However, some advocates argue for strict restrictions on curriculums and teaching methods, similar to New York City’s reading reform efforts.
One key element of the program’s success was the collaborative approach between policymakers and school staff, rather than imposing narrow reforms. The program did not prescribe specific curriculums but instead provided training on reading research and data-driven improvement. The program was a result of a legal settlement between the state and a group of students and parents who sued California for failing to provide adequate access to literacy. The state allocated $53 million to support the overhaul of reading programs in 75 low-performing elementary schools.
At Joshua Elementary School in California, staff members attended intensive training sessions and embraced evidence-based methods. The program emphasized the importance of phonics and discouraged ineffective strategies like three-cueing. The principal highlighted the importance of helping teachers understand the motivation behind the changes.
Susan Neuman, an early reading expert at New York University, regarded the gains reported by the study as modest. She suggested that more information is needed on specific classroom-level changes and other assessments beyond third-grade test scores. Scaling up promising educational gains has been a challenge in the past, and California policymakers aim to avoid this issue.
Although the grant program is ending, the literacy expert leading the effort plans to continue training staff in 800 schools using another state grant. Additionally, collaboration with California teachers’ colleges will be pursued to improve the preparation of future educators.
The young plaintiffs involved in the reading lawsuit that led to these changes have aged out of the targeted early grades and did not directly benefit from the program. The urgency to address the educational needs of these students remains a pressing concern.