Ohio's $168 Million Science of Reading Initiative Gains Early Teacher Endorsement

In Columbus, Ohio, educators appear to be supporting Governor Mike DeWine’s revised strategy for promoting literacy education.

According to a recent survey, 68% of Ohio's early elementary schoolteachers view the state-required science of reading instruction positively. However, these educators often add supplementary programs, which sometimes do not align with the state’s guidelines.

The Thomas B. Fordham Institute, which functions as both an educational policy organization and a sponsor for charter schools, commissioned Johns Hopkins University’s Institute for Education Policy to carry out the study during the previous autumn. According to state legislation, conventional public schools along with charters were mandated to start incorporating science-based literacy instruction into their curriculum when this academic year commenced.

READ MORE: Ohio Schools Revamping Literacy Instruction Based on Reading Science This Year

Questionnaires were distributed to a randomly selected group of 1,652 educators teaching kindergarten through third grade across 120 schools in 48 different school districts. Out of these, 402 teachers replied, and their answers were adjusted to minimize the impact of non-responses.

The margin of error was ±4.1%.

The study of reading highlights phonics, vocabulary, and decoding words. The educational system as a whole typically holds the view , based on recent studies and brain imaging findings, this method is optimal for children.

This differs from another educational method that Governor DeWine and state legislators aim to halt in classrooms: three-cueing, also known as balanced literacy. This technique teaches reading by using contextual clues, sentence structure, and individual letter sounds.

It's still too soon to determine if the science of reading approach has enhanced students' reading abilities. Standardized tests for the students will be conducted this coming spring, which marks the initial year of the requirement.

According to the survey :

-81% of educators reported observing alterations in their schools' reading instruction within the last year.

-57% of educators indicate that their school is in the initial or second year of adopting this implementation. state-approved core reading program

-86% of educators had received training on the science of reading

- Approximately 70% of educators reported utilizing state-sanctioned primary reading resources that align with the principles of reading science.

-47% of educators mainly utilize state-sanctioned resources.

-63% of educators utilize outdated, unauthorized resources to enhance the officially approved curriculum materials.

This survey indicates substantial transformations occurring in Ohio’s elementary schools," stated Aaron Churchill, the research director for the Thomas B. Fordham Institute in Ohio. "The positive aspect is that the majority of educators support these crucial improvements and are employing consistent methods within their classrooms. This augurs well for how smoothly these changes will be implemented and the prospects for Ohio’s students.

In 2023, the Ohio General Assembly approved a biennial state budget allocating $168 million towards implementing the science of reading across the state. This funding supported various initiatives such as compensating educators—including those teaching at the secondary level—to acquire knowledge on integrating this approach into their subjects. Additionally, resources were provided to both district and charter schools for adopting instructional materials aligned with these principles. Furthermore, funds were set aside for hiring literacy coaches who would assist instructors working in underperforming educational zones.

In the upcoming two-year state operating budget, anticipated to be approved by legislators before the start of the new fiscal year on July 1, DeWine proposes allocating an additional $24 million for literacy coaches, which breaks down to $12 million annually.

Churchill stated that the state must not lose steam when it comes to the science of reading.

State and local officials must maintain strict supervision to confirm that schools and instructors genuinely adhere to the Science of Reading," he stated. "Additionally, they ought to keep supporting teachers—by offering literacy coaching when necessary and delivering high-quality professional development—to guarantee that every educator possesses the expertise needed for implementing the Science of Reading effectively. To achieve real success with the Science of Reading in Ohio, consistent and thorough execution will be essential.

Laura Hancock reports on state government and politics for The Plain Dealer. cleveland.com .

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