Ohio House Higher Education begins hosting science of reading testimony as rollout begins

Getty Images.

As Ohio public school districts are starting to implement the science of reading, colleges and universities across the state will be examining their teacher preparation programs. 

The Ohio House Higher Education Committee recently started hosting testimony from educators and policy experts about the science of reading, which is based on decades of research that shows how the human brain learns to read and incorporates phonemic awareness, phonics, fluency, vocabulary, and comprehension.

“Explicitly teaching the sounds and symbols of our language and skills for language comprehension creates proficient readers,” said Steve Dackin, director of the Department of Education and Workforce. 

Ohio’s two-year, $191 billion budget included science of reading provisions — $86 million for educator professional development, $64 million for curriculum and instructional materials, and $18 million for literacy coaches.

The science of reading provisions don’t just affect K-12 schools. The Ohio Department of Higher Education Chancellor Mike Duffey is required to create an audit process that shows how every educator training program aligns with teaching the science of reading instruction.

The formal audits will start in January 2025 and Duffey can revoke a college or university’s approval if they fail the audit. 

“Ohio is relatively unique among the states that have implemented the science of reading because we truly have teeth behind the legislative requirement,” Duffey said during Wednesday’s committee meeting.”This is our most powerful tool to ensure fidelity to the policy enacted by the legislature.” 

Ohio is one of 38 states that have passed laws or implemented new policies related to evidence-based reading since 2013, according to Education Week.

Ohio has 50 approved educator preparation programs in 13 public universities and 37 independent colleges and universities. More than 4,430 people graduated through those programs in 2023, Duffey said. 

“I would say that the universities and colleges, the leadership is 100% on board,” Duffey said. 

Several teachers were not prepared to teach the science of reading, Dackin said. 

“Teacher preparation is critical to improve Ohio students reading results,” Shannon Holston, chief of policy at the National Council on Teacher Quality, said in her testimony. 

“We really can’t wait and quite frankly, waste resources. … We can put our teachers and in a much better position and our students that are in everyday classrooms can’t wait to receive these methods once they’re in a classroom.”

NCTQ recommended questions for universities to ask their teacher preparation programs: 

• How are you building the knowledge and skill of your faculty members in the science of reading? 

• How are you ensuring consistency between courses taught by different professors? 

• How do you know your teachers are being well-prepared to teach reading?

• What outcome data do you analyze? 

• What systems of continuous improvement do you use? 

Ohio K-12 schools

Ohio public school districts and community schools will start using core curriculum and instructional materials for English language arts and reading intervention programs from lists made by the Ohio Department of Education and Workforce next school year.

About a third of Ohio’s school districts and community schools are already using at least one of the initially approved core reading instruction curriculum, according to ODEW survey results.  

Forty percent of Ohio’s third-graders are not proficient in reading and 33% of third graders were not proficient in reading before COVID-19.

“Literacy is the foundation for all academic learning,” Dackin said. “Without that foundation, students will struggle to advance their education. Sadly, too many children do not read at grade level. We must do better.”

House Higher Education Committee Chairman Tom Young said he has received positive feedback on the science of reading from people in his district who are teachers. 

“I’ve seen nothing but enthusiasm,” he said. “I was surprised, quite frankly.”

Higher Education Committee Ranking Member Joe Miller, D-Amherst, questioned why the science of reading isn’t being implemented for all Ohio students under the state budget.

“Why is this just public schools and charter schools?” he asked. “Everybody deserves to have this.”

Those who testified said non-public schools can use the science of reading if they want. 

“What we know now means that this is the right way for students to learn,” said Chad Aldis, vice president for Ohio Policy at the Thomas B. Fordham Institute. “This is the most effective way. … I think that any non-public school not using these methods is likely going to have students struggling to read more than they should have if they would use them.” 

Follow OCJ Reporter Megan Henry on X.

The post Ohio House Higher Education begins hosting science of reading testimony as rollout begins appeared first on Ohio Capital Journal.