Summary
Highlights
Dr. Nancy Carlson-Paige describes the present political situation in the United States as an 'attempted coup' that utilizes money and data rather than military violence seen in historical coups. She notes that this approach has been decades in the making, quietly building structures through dark money and decisions like Citizens United. Carlson-Paige expresses concern that governmental checks and balances are not effectively resisting these changes, particularly with a dysfunctional Congress and a Supreme Court favorable to recent administrations. She fears that if judicial rulings are ignored, the country faces significant trouble.
Carlson-Paige and her colleague Julie Hackett published a piece in the Boston Globe titled 'The Fallacy of Settled Science in Literacy' which highlights concerns about the 'science of reading' movement. This discussion was prompted by a class-action lawsuit filed by parents in Massachusetts against well-known curricula authors and publishers, alleging that the use of 'balanced literacy' rather than the 'science of reading' has negatively impacted their children's ability to read. Carlson-Paige questions the blame placed on curriculum developers, arguing that socioeconomic factors and family income are much stronger predictors of school achievement, which legislators often avoid addressing.
Carlson-Paige emphasizes that there is 'no settled science' in reading instruction. She states that the effectiveness of reading programs depends on various factors such as the children's background, family income, and the teacher's instructional methods. She argues against a one-size-fits-all approach, noting that children learn to read differently—some benefit from phonics, while others learn through exposure to books and parental engagement. The speaker argues that teachers need a diverse 'toolbox' of methods and the autonomy to observe and respond to individual student needs, rather than being forced to follow rigid, scripted curricula.
The 'science of reading' is presented not as a scientific endeavor but as a political movement. Carlson-Paige links it to conservative educational forces, pointing out funding from these groups and its alignment with 'culture wars.' She explains that this movement promotes highly scripted, top-down curricula, such as Ed Hirsch's Core Knowledge Language Arts, which limit teacher autonomy and ban diverse storybooks. This approach, she suggests, aims to control what children read and learn, rather than genuinely improving literacy outcomes, reflecting a broader effort to dictate educational content.
The widespread implementation of the 'science of reading' is seen as a demotivating factor for teachers, leading to increased attrition and fewer new educators entering the field. The discussion highlights the recent release of NAPE scores, which show a decline in reading achievement, despite 40 states adopting the 'science of reading' approach. This outcome challenges the effectiveness of the mandated, scripted curricula, suggesting that such top-down methods are not the solution. The episode concludes by emphasizing the need for open conversation and critical thinking to combat misinformation in education.