Minnesota is in the midst of implementing sweeping changes to the way young children learn how to read. And a new national report lists the state as among the best poised to improve literacy, which has long declined across the country and fell further during the pandemic.
The National Council on Teacher Quality (NCTQ) gave the state its highest rating due in large part to new legislation that requires districts to train teachers and purchase classroom materials aligned with the so-called science of reading. Districts around the state are now training their teachers on that set of instructional practices, which leans heavily on giving children explicit instruction in how to dissect words to build their understanding of how language works.
"It's promising that the Legislature has put this into place," NCTQ President Heather Peske said. "In order for these efforts to be successful, it's important for educators to be supported."
But some education researchers and Minnesota school district administrators say the report skims the surface of what schools and districts must do in order to improve sagging reading scores. In Minnesota, about half of third graders could read at grade level, according to the most recent testing data. And 61% of fourth graders are proficient, according to national assessments NCTQ used in its report.
Katie Pekel, executive director of educational leadership at the University of Minnesota College of Education and Human Development, said it's tricky to rate education policy on a national level because of states' different approaches.
"They're taking a very centralized approach to something that is usually highly decentralized," she said of the report.
Pekel also said the report leans too heavily on policy without accounting for implementation.
Praise for new legislation
The report praises Minnesota for its requirements in teacher preparation programs — and oversight of them. In those programs, teacher must learn the five key components of literacy and how to teach struggling readers, particularly those with dyslexia and children learning English as a second language.