Governor DeWine sets up the science of reading for sustained success

Governor Mike DeWine’s signature education policy is undoubtedly the science of reading. Passed in 2023, the initiative requires the use of high-quality curricula aligned to the science, mandates professional development for educators, and provides reading coaches to low-performing schools. The legislation also bans “three-cueing,” a debunked method that encourages students to guess at words, rather than sounding them out.

Getting the reading law passed—and investing millions to support its launch—were essential first steps. But the long-term success of the initiative hinges on classroom implementation. Will schools and teachers truly commit to the science of reading? Will the new textbooks and materials actually see use, or sit on storage shelves? Might teachers slip back into old habits if they are struggling to implement evidence-based practices?

Implementation was clearly top of mind in Governor DeWine’s recent “state of the state speech.” In his address—his last before leaving office—the governor outlined a couple key ways that the Ohio Department of Education and Workforce will be taking action to promote rigorous implementation.

First, the agency will create regionally-based “science of reading instructional implementation teams.” These expert teams will be laser-focused on helping schools “fully execute the science of reading.” The governor suggested that they will undertake mandatory reviews in low-performing schools (or perhaps a selection of them each year), and their services will be available to any school seeking an independent review of their reading programs.

Based on the tenor of his comments, which mentioned possible non-compliance issues, these teams will hopefully have some oversight and audit-type responsibilities—not just be there solely to offer some advice and hand-holding. This direction would be encouraging—especially for underperforming schools—as serious evaluations of their reading practices, including adherence to the science of reading, is sorely needed. The U.K.’s inspectorate and Massachusetts’s site visit system demonstrate how strong onsite reviews can drive improvement. With any luck, Ohio will develop a similar-style system that provides both the necessary accountability and the actionable feedback needed to bolster reading instruction.

Second, Governor DeWine pledged to add another 50 reading coaches this coming fall. Since 2023, state-funded reading coaches have provided more personalized one-on-one or small-group supports for teachers implementing the science of reading, particularly those working in low-performing schools. As of this year, there are 97 coaches who serve 151 schools statewide. While it’s still too early to fully understand their impacts in Ohio, research from other locales indicate that coaches sharpen instructional practices, which in turn boosts student achievement.

Beefing up coaching is another commendable way to push for strong implementation. Yet as the state redoubles its commitment in this area, it should make every effort to do the following:

• Prioritize coaching placements in the state’s lowest-performing schools. Out of the 151 schools with reading coaches, just 29 are located in the high-poverty Ohio Eight cities.[1] These urban schools face the largest achievement gaps, and making sure they have strong coaches is critical. This may require mandatory placements in some of the schools with the lowest reading proficiency rates, rather than asking schools to sign up for a coach (as is current practice).

• Recruit coaches with experience implementing the specific curriculum being used at their placement school. As one education scholar put it: “Often, U.S. teachers must work with a curriculum that suggests one instructional method, a coach who suggests another, and professional development that suggests a third.” While recruiting coaches is no walk in the park, pairing coaches who are well-versed in the curriculum their school is using can increase the likelihood of success. 

• Create conditions that allow for rigorous program evaluation. Coaching is not inexpensive—nor should it be—and the state will eventually need to gauge whether the benefits outweigh its costs. State officials should make sure the program design is conducive to evaluation. This might entail enhanced data collection in elementary schools (K–2 data are notably sparse, absent state testing) or thinking through design features that allow for stronger causal analyses.

The science of reading promises more effective instruction and improved reading proficiency across Ohio. Thanks to leadership of Governor DeWine and the members of the General Assembly, the initiative is off to a strong start. For the effort to achieve its intended goals, rigorous implementation is key. The support teams and additional reading coaches are another two steps forward on Ohio’s path toward improved literacy.