After recent NAEP scores highlighted low reading proficiency among students in the U.S., many states are looking to science of reading and evidence-based literacy instruction to bolster their state policies to better prepare young children on how to read. State boards of education have the opportunity to ask questions and support policies that ensure all students can learn to read.
Experts from FutureEd and the National Council on Teacher Quality present findings from their recent reports on scaling literacy reform to science of reading and reviewing state teacher preparation programs, and discussed ways state leaders can advance policy to support early literacy success for young children. A closed NASBE members-only session immediately followed the presentation.