California bill that could mandate ‘science of reading’ in schools faces opposition from state’s largest teacher union
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In recent years, California has encouraged districts to use fundamental reading skills, including phonics, when teaching students how to read.
Assembly Bill 2222, authored by Assemblymember Blanca Rubio (D-Baldwin Park), would make the practice mandatory for districts statewide, but California’s largest teachers union isn’t on board with that change, should it happen.
Evidence-based practices, also known as “the science of reading,” would become the standard curriculum taught to students learning to read.
The bill’s passage would mean California would move away from giving school districts discretion to choose curriculums and teaching methods that teach students how to read and align with the state’s academic standards.
The bill would also require elementary school teachers, literacy coaches, specialists and principals to complete “training in a science of reading-based professional development course chosen from a state-approved list,” according to the bill’s website.
The California Teachers Association wrote a letter to Assembly Education Committee Chairman Al Muratsuchi expressing their opposition to the bill.
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“AB 2222 is flawed because it assumes all students learn in the same way. Placing a definition for ‘science of reading’ in statute is problematic because research on reading instruction is not static and it can and should change over time if we are to grow in our knowledge,” the letter said in part.
“Educators are best equipped to make school and classroom decisions to ensure student success,” the letter said. “Limiting instructional approaches undermines teachers’ professional autonomy and may impede their effectiveness in the classroom.”
However, Rubio believes the bill would “ensure a comprehensive, evidence-based approach to teaching all California elementary school students how to read and address deep inequities around reading achievement for the state’s most vulnerable students.”
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“Only four in 10 third-grade students are reading on grade level in California. This is unacceptable, given the resources and values we hold as a state. An evidence-based approach to early literacy instruction is critical; otherwise, we will continue to see high school graduation rates plummet and adult illiteracy rates increase,” the Assemblymember said in a statement.
When asked about CTA’s letter, Rubio told EdSource that the letter wasn’t an outright rejection but an opportunity for negotiations.
While CTA is against the measure, other state-wide advocacy organizations and 15 district superintendents and board trustees support AB 2222, a news release stated.
California’s attempt to adopt the science of reading approach would align the state with 37 others that have passed similar legislation.
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