Opinion: How Science of Reading Raised Literacy, Graduation Rates in My Small Urban N.Y. District

On my first day as a pre-K-8 principal in New York’s Rochester City School District, I was greeted not only with the excitement of a new beginning, but also with a daunting challenge — my district was in a full-blown literacy crisis. Reading test scores were abysmal, and schools were reporting a shocking 0% proficiency rate. Facing a mountain of external pressure, I was tasked with figuring out the problem at my school and fixing it fast.

Though test results from the reading programs the district had in place showed the students were on track, state exam results proved they were not at grade level. I realized very quickly that there was a misalignment and that tests allowed for a lot of personal bias, with teachers allowing their preconceived notions about how students should perform to influence how they scored exams. Along with the two (yes, only two) literacy experts in the school, we developed an entirely new, evidence-based program tailored to individual learning styles that would help all students become proficient readers.

The program we crafted was rooted in phonemic awareness, phonics, blending of sounds, comprehension, evidence-based teaching methods and, perhaps most important, objective assessments to truly understand where our young readers were struggling.

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By the end of the school year, we had realized schoolwide improvements not only in English proficiency , but also in math .

Fast-forward a few years to my second job as a middle school principal in the district, and again, the majority of students were either reading below grade level or not at all. Perhaps as a direct result, the high school graduation rate was a staggering 33% . By employing the same evidence-based reading strategies, we were able to give students the skills they need to not only meet literacy benchmarks, but eventually increase the graduation rate to 86% .

What we didn’t know at the time was that in developing this research-based program, we’d stumbled upon the basic foundations behind the science of reading.

The two schools I was a part of are not unique in their struggles with student literacy. In 2022, 37% of fourth graders scored below basic on NAEP in reading , and just a third were proficient. However, studies show that over 90% of children could learn to read if their school’s coursework included all the core components of scientifically based reading instruction; phonemic awareness, phonics, fluency, vocabulary, comprehension, oral language and cognitive processes.

While some students will learn to read naturally, incorporating the components of explicit, scientifically based reading instruction will help struggling kids become successful readers and proficient readers become even better.

Understanding the science of reading helps educators develop effective teaching strategies that are grounded in research. In order to be successful, teachers must be equipped with the right skills and resources. This includes ongoing professional development in teaching foundational skills like phonemic awareness and phonics, learning how to administer guidance and feedback during oral reading practice and properly delivering effective vocabulary instruction to students.

Additionally, it’s critical to use tests that don’t allow for subjectivity in scoring to identify children’s reading difficulties, and implement targeted interventions to support readers of all levels.

My districts were located in underfunded urban areas, where literacy issues hit the hardest in our country. Poor, marginalized communities are critically affected by educational inequities, but even well-funded districts can lack the appropriate resources for reading education. By using classroom volunteers, retired educators and high school seniors looking for volunteer hours, leaders can think outside the box when finding additional resources for their students.

They can start by looking internally. Consider existing staffers who can be trained in the science of reading, like paraprofessionals and teaching assistants. This frees up specialists to focus on diagnostics and enables them to spend more one-on-one time with the students who have the greatest challenges.

Also, connect with a network of instructional leaders , reading specialists and local community members to share best practices, strategies and resources. Our district trained and partnered with a local agency that, fortunately, employed many of our students’ parents. Not only were they trained to help in the classroom, but this preparation went further, allowing them to help their children and peers practice reading at home.

Embracing the science of reading is not just a pedagogical choice but a moral imperative. By grounding literacy instruction in evidence-based strategies, school districts can ensure that every student, regardless of background or ability, has the opportunity to become a proficient and confident reader. This commitment to literacy is essential for fostering a generation of critical thinkers, empowered learners and informed citizens. Literacy is the gateway for children to access the world, and it’s our job as education leaders to make sure that they, their families and their teachers are equipped for what’s ahead.