In what has become the daily self-affirmation through the misdirected degrading of others, iStation tweeted the following late yesterday:
The “other assessment tool?”
The governor who vetoed the Read to Achieve Program bill last week?
Maybe, iStation needs to read the following post from last fall that talked about the Friday Institute and NC State’s study of the effects of Read to Achieve.
In no place did it mention “mClass,” “Amplify,” “diagnostic,” or “assessment tool.”
In 2012, the North Carolina General Assembly passed legislation for the “Read to Achieve” initiative.
Six years later, it has not really achieved.
From a recent Charlotte Observer report:
The General Assembly passed Read to Achieve legislation in 2012. It was modeled on literacy efforts in other states, including the “Just Read, Florida!” program created by Gov. Jeb Bush in 2001. The goal in North Carolina was to end “social promotion” by keeping students in third grade until they could read at grade level and providing extra support to help them get there.
But in the years that followed the percent of North Carolina third- and fourth-graders graders passing state reading exams stayed flat or declined. National reading exams showed equally discouraging results.
First, we should never try and emulate anything that Jeb Bush does to “reform” education. Read to Achieve and the School Performance Grading system have done nothing to help our students except funnel money into private hands and create empty excuses for other “reforms.”
Secondly, this is a failure that lies on the part of Phil Berger who was one of its biggest champions when it was introduced as a NC initiative. He needs to own it, but he seems too busy trying to blame people for his election signs disappearing in his race with Jen Mangrum rather than backing up his claims for his #NCSuccessStory.
The scores for those 3rd grade reading tests are eye-popping.
The Charlotte Observer report references a recent study by NC State in conjunction with the Friday Institute that found really no success in the Read to Achieve initiative on a state level.
However, on a local basis, there are some local initiatives that have shown some promise. Look at pages 23-24 of the study report and see how actually fully funding a reading instruction initiative and supplying those initiatives with effective instructors makes a difference.
“Indeed, we have heard from many practitioners from across the state who believe their localized versions of RtA are having an impact on their students, but because of the sometimes very small size of the group of students impacted in most of the state’s (school districts), we are not able to test these intuitions statistically,” the report says.
In fact, fully funding schools and making sure that there are enough professionals in the rooms with the students are vital in any place. The fact that any success in this depends on the local professionals (teachers, assistants, administration) being able to dictate what can be done and having the faith that required resources will be available simply flies in the face of people like Berger who preach “smaller government” but actually practice more overreach.
What really stands out in this study is the suggestion that the state needs to front-load more support and resources for Pre-K through second grade students as well as continuing interventions through all grades. Again, from the Observer,
The study suggests Read to Achieve has been too tightly focused on third grade, saying children need help as soon as they begin school and after they’ve advanced to fourth grade.
And while Mark Johnson and Phil Berger’s spokesperson offer glossy explanations and calls to do better, they still do not seem to take the word of local officials and educators over the words of deep-pocketed “reformers.”
Like Jeb Bush.
That’s from a summer meeting here in June of this year. There’s Berger. There’s Johnson. There’s a lot of older white men. And there’s Jeb Bush at the head of the table.
Our kids deserve better.