It’s been two years since Ohio policymakers, led by Governor DeWine, enacted sweeping early literacy reforms aligned to the science of reading, an evidence-based instructional approach that research has proven is an effective way to teach children how to read. Key elements of the statewide initiative include high-quality curriculum, teacher professional development, and stricter standards for teacher preparation programs, as well as roughly $170 million in state funds.
How are things going? We don’t yet have test score data (that will come this fall), but a report given by Department of Education and Workforce (DEW) officials at a recent public meeting provides reasons for optimism. Let’s take a closer look at progress on the three key elements.
1. High-quality instructional materials
Ohio’s reading initiative requires public schools (both district and charter) to adopt and use high-quality instructional materials (HQIM) that are approved by the state based on their alignment to the science of reading. This was a smart move by lawmakers, as research demonstrates that HQIM can improve student learning and achievement. But it’s also the heaviest implementation lift. According to a statewide survey, just one-third of Ohio districts were using core ELA curricula that met the state’s newly established standards during the 2022–23 school year.
Reading programs can be expensive, which is why lawmakers set aside $64 million to help districts purchase new materials. DEW wisely allocated most of those funds to schools needing to make the most significant changes. Districts that reported using non-aligned curricula received an average of $121 per PK–5 student, while those that reported partial alignment received $101. As of June 15, more than three-quarters of Ohio districts and schools—732 in total, or 82 percent—report using state-approved HQIM. Unfortunately, 10 percent (eighty-seven districts and schools) admit to being just partially aligned, and another 8 percent (seventy-three districts and schools) are not aligned. Those districts will need to make changes prior to the start of the new school year to be in compliance with state law.
2. Professional development for educators
When it comes to improving student achievement, studies show that teachers matter more than any other element of schooling. It was a no-brainer, then, for lawmakers to invest in professional development for teachers working in Ohio public schools. They followed a two-pronged approach.
First, they required all current educators (that includes teachers and administrators) to complete a professional development course in the science of reading by June 30, 2025. DEW partnered with Keys to Literacy, an NCTQ recommended professional development provider, to provide the course, and offered multiple options based on an educator’s role, grade band, and previously completed training. Stipends were available for those who completed the course. As of July 1, more than 144,000 completion certificates had been issued.
Second, lawmakers sought to provide additional support to struggling schools via state-funded literacy coaches. A 2024 report noted that a total of thirty-three coaches provided over 5,600 coaching sessions, nearly half of which were one-on-one individualized support for teachers, in fifty-four schools. By 2025, eighty-four reading coaches were providing support to educators in 125 schools. More than 33,000 coaching sessions were conducted, with almost 60 percent (nearly 20,000) identified as one-on-one individualized support. During the recent public meeting, DEW noted that the number of sessions and time spent on coaching activities were “positively associated with increases in student achievement scores over time.”
But that’s not all. Recognizing the importance of ongoing professional development, lawmakers used the recently passed House Bill 96 to build on these efforts. Not only did they maintain funding for literacy coaches to the tune of $12 million a year, DEW will also be required to maintain its introductory science of reading course and develop a new competency-based course that licensed educators must complete every five years. Together, these efforts should ensure that Ohio teachers and administrators continue to receive the training and support they need to boost students’ literacy skills.
3. Audits of teacher preparation programs
If Ohio wants to boost literacy outcomes, it’s important to ensure that the next generation of educators has been properly trained before they enter the classroom. Unfortunately, a 2023 report analyzing the course materials of twenty-six Ohio undergraduate and graduate preparation programs[1] found uneven training efforts in elementary reading. Seven programs earned “A” ratings while another six received an “F.” The state’s largest preparation programs (including Ohio State and Ohio University) received mixed reviews.
To address this issue, lawmakers enacted provisions that require the state to exercise more significant oversight over teacher preparation programs. More specifically, the Ohio Department of Higher Education (ODHE) was charged with auditing programs to ensure that teacher candidates are well-trained in the science of reading. ODHE has already published its metrics and contracted with The Meadows Center to conduct the initial round of audits, which began this spring. This fall, the department will release final reports for each of the roughly fifty programs that were assessed along with an overall statewide analysis. Programs found to be out of alignment with the state’s science of reading expectations will have one year to address identified issues. If they fail to do so, the chancellor will revoke their approval. Going forward, programs will be reviewed every four years.
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Ohio’s bold early literacy reforms have the potential to vastly improve reading achievement, which could have a profound impact on short- and long-term outcomes for kids. To realize that potential, though, rigorous implementation is crucial. There’s still a long way to go before we can celebrate a job well done. But the implementation progress that’s been made in the three areas outlined above should hearten families and advocates.
[1] Together, these programs prepared 1,700 elementary teacher candidates during the study period, representing over 75 percent of total program completers at the time.
