Over a Dozen States Adopt "Science of Reading" Mandates in 2024-2025, Sparking Debate and Investment

Across the United States, a growing number of states have enacted or proposed legislation in 2024 and 2025 to mandate "Science of Reading" instructional practices in K-12 education, aiming to improve literacy rates. These initiatives often involve significant funding for teacher training, curriculum alignment, and the prohibition of discredited teaching methods, though some proposals face opposition from educators and English learner advocates. The movement underscores a national push to align reading instruction with evidence-based research, as highlighted by prominent education advocates like Karen Vaites.

States such as New York, Massachusetts, Maryland, Indiana, and Iowa are among at least 15 states that have strengthened early literacy policies in 2024, with more actions anticipated in 2025. New York Governor Kathy Hochul proposed a $10 million plan to train 20,000 teachers in the Science of Reading, requiring districts to review and align their curriculum. Massachusetts Governor Maura Healey introduced a five-year "Literacy Launch" program, allocating $30 million for high-quality materials and professional development, noting that many districts still use "out of date, disproven methods."

A key aspect of these reforms is the ban on the "three-cueing" method, which encourages students to guess words based on context, pictures, or sentence structure rather than systematic phonics. States like Indiana, Iowa, Alabama, Kansas, Oklahoma, and Virginia have moved to prohibit this practice, emphasizing explicit phonics instruction. However, this shift has generated controversy, particularly in California, where Assemblywoman Blanca Rubio's bill, AB 1121, to mandate a phonics-based approach faces pushback from teachers' unions and English learner advocates who argue for more flexible, comprehensive methods.

The widespread adoption of these policies reflects a growing consensus among policymakers that current literacy outcomes are insufficient, with nearly 60% of third graders nationally not reading at grade level. Many states are also focusing on strengthening teacher preparation programs to ensure new educators are well-versed in scientifically based reading instruction. This includes requiring specific reading licensure tests and providing ongoing professional development to existing teachers, often supported by substantial state funding.

While proponents point to successful outcomes in states like Mississippi, often dubbed the "Mississippi Miracle" for its significant gains in fourth-grade reading scores after implementing Science of Reading reforms, critics emphasize the need for nuanced approaches that cater to diverse student populations, including English learners. The ongoing legislative efforts and investments signal a long-term commitment to transforming reading instruction, with states continuously evaluating outcomes and adjusting strategies to ensure all children become proficient readers.