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Wonk-a-Thon 2025 Anthology: What Comes Next for the Science of Reading? State, District, and School Perspectives on Turning Reading Reform into Results

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Title: Wonk-a-Thon 2025 Anthology: What Comes Next for the Science of Reading? State, District, and School Perspectives on Turning Reading Reform into Results
Language: English
Authors: Brandon Wright, Elainah Elkins, Thomas B. Fordham Institute
Source: Thomas B. Fordham Institute. 2025.
Availability: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Peer Reviewed: N
Page Count: 160
Publication Date: 2025
Document Type: Collected Works - General
Descriptors: Reading Research, Educational Research, Educational Change, Educational Trends, National Competency Tests, State Legislation, Educational Legislation, Curriculum Development, Accountability, Faculty Development, Tutoring, Reading Difficulties, Curriculum Implementation, Reading Instruction, Core Curriculum, Intervention, Family School Relationship, Learner Engagement
Assessment and Survey Identifiers: National Assessment of Educational Progress
Abstract: For eleven years now, Thomas B. Fordham Institute has hosted an annual Wonkathon on their Flypaper blog. Designed to generate substantive conversation around key issues in education reform, they invite policy "wonks" to submit responses to a question. 2025's Wonkathon asked: What needs to happen next--at the state, district, and school levels--for the science of reading revolution to fulfill its promise and ensure that far more children learn to read well? Thomas B. Fordham Institute decided to focus on the reading crisis, as it has drawn new urgency and spurred a wave of reform. Today, just one-third of American fourth graders read at or above the "proficient" level on the National Assessment of Educational Progress--the lowest rate since 2005. The pandemic worsened matters, erasing years of progress and leaving millions of students further behind. In response, more than 40 states have enacted "science of reading" laws intended to overhaul how children are taught to read--mandating changes in curricula, teacher training, intervention, and accountability. The laws vary in their particulars. Almost all invest in professional development for current educators. Most require the adoption of approved curricula, including materials and assessments, as well as tutoring or intensive interventions for struggling readers. And about half include teacher certification or licenses in science of reading instruction and/or mandate that teacher preparation programs incorporate it into their courses. However, the rollout of these new policies has come with a range of difficulties. In some places, the "science of reading" has become more slogan than substance, with laws passed but not fully funded, faithfully implemented, or closely monitored. Consequently, it's hard to know whether all this activity will yield significant and lasting improvements in literacy achievement. These uncertainties make the insights from this year's unprecedented number of Wonkathon submissions (48 total!) all the more valuable. Together, they paint a picture of a movement with real momentum--but also with substantial work ahead if the science of reading is to fully deliver on its promise. To help readers explore these ideas, the sections within this volume highlight ten key themes: (1) Building systems for effective implementation; (2) Coherence and strategies matter; (3) Family and school-home partnerships; (4) Guardrails, assessments, and accountability; (5) Looking beyond K-3; (6) Staying the course; (7) Student engagement; (8) Taking a comprehensive approach; (9) Teacher knowledge and effective leadership; and (10) What's still missing.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED681227
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  Data: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
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  Data: For eleven years now, Thomas B. Fordham Institute has hosted an annual Wonkathon on their Flypaper blog. Designed to generate substantive conversation around key issues in education reform, they invite policy "wonks" to submit responses to a question. 2025's Wonkathon asked: What needs to happen next--at the state, district, and school levels--for the science of reading revolution to fulfill its promise and ensure that far more children learn to read well? Thomas B. Fordham Institute decided to focus on the reading crisis, as it has drawn new urgency and spurred a wave of reform. Today, just one-third of American fourth graders read at or above the "proficient" level on the National Assessment of Educational Progress--the lowest rate since 2005. The pandemic worsened matters, erasing years of progress and leaving millions of students further behind. In response, more than 40 states have enacted "science of reading" laws intended to overhaul how children are taught to read--mandating changes in curricula, teacher training, intervention, and accountability. The laws vary in their particulars. Almost all invest in professional development for current educators. Most require the adoption of approved curricula, including materials and assessments, as well as tutoring or intensive interventions for struggling readers. And about half include teacher certification or licenses in science of reading instruction and/or mandate that teacher preparation programs incorporate it into their courses. However, the rollout of these new policies has come with a range of difficulties. In some places, the "science of reading" has become more slogan than substance, with laws passed but not fully funded, faithfully implemented, or closely monitored. Consequently, it's hard to know whether all this activity will yield significant and lasting improvements in literacy achievement. These uncertainties make the insights from this year's unprecedented number of Wonkathon submissions (48 total!) all the more valuable. Together, they paint a picture of a movement with real momentum--but also with substantial work ahead if the science of reading is to fully deliver on its promise. To help readers explore these ideas, the sections within this volume highlight ten key themes: (1) Building systems for effective implementation; (2) Coherence and strategies matter; (3) Family and school-home partnerships; (4) Guardrails, assessments, and accountability; (5) Looking beyond K-3; (6) Staying the course; (7) Student engagement; (8) Taking a comprehensive approach; (9) Teacher knowledge and effective leadership; and (10) What's still missing.
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