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SpaceElevatorMusic t1_j9kybjn wrote

Hey, and thanks for this AMA.

How long-standing are these problems (as opposed to being a consequence of pandemic-related learning loss)?

From a policymaker’s perspective, what top-down policy solutions to the literacy crisis have the most evidence behind their efficacy?

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EdSourceToday OP t1_j9l03yo wrote

Low reading scores predate the pandemic and have been accentuated by it. Scores dropped nationwide in 2022 compared to 2019. On the 2022 National Assessment of Educational Progress, 31% of CA students at or above proficient in 4th grade reading

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BillC318 t1_j9lheiz wrote

The Science of Reading was handed to educators on a silver platter over 20 years ago. Since then we have sown almost 50 million illiterate 4th graders! Beyond imagination! No?

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EdSourceToday OP t1_j9kza4d wrote

The literacy crisis is a long-standing problem that just escalated during the pandemic. Reading scores are lower than ever now but it has also drawn attention to a problem that was too long ignored.

States with comprehensive literacy plans generally have common components. But implementation is critical, not just what the Legislature adopts.
· They require the state to oversee or monitor literacy efforts. California does not
· They include providing common standards for teacher preparation programs (Califrnia adopted these in the fall and higher ed programs offering teaching credentials must begin using them in the fall of 2024 as defined by Senate Bill AB 488 (Sen. Rubio);
· They require/incentivize professional development of classroom teachers; California does not to any great extent. Districts can use their own funding;
· They hire or set requirements for literacy coaches. California does not yet do so, although it is funding literacy coaches for about 300-plus of the state’s lowest-income schools

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