Small: Sweeping reading reform puts state on right path

Sweeping reading reform puts state on right path

By Jonathan Small

This week, surrounded by school children, Gov. Kevin Stitt signed a sweeping reform that will dramatically improve literacy outcomes.

Based on Spring 2025 state tests, just 27 percent of Oklahoma third graders read at or above grade level. National Assessment of Educational Progress (NAEP) tests show only 23 percent of fourth-grade students scored at or above proficient in 2024. Only two states did worse.

Oklahoma’s abysmal reading outcomes have occurred even as public schools’ per-pupil revenue has surged more than 50 percent since 2018. The problem was not money, but execution.

Fortunately, Mississippi provided a guide map.

Since the 2013 passage of Mississippi’s Literacy-Based Promotion Act (LBPA), Mississippi has climbed from 49th to ninth for fourth grade reading, according to NAEP. Mississippi is the only state where the bottom 10 percent of students scored better in 2024 than their 2013-2014 school-year counterparts.

Small: Reading reform momentum grows

Reading reform momentum grows 

By Jonathan Small

 

Efforts to address Oklahoma’s literacy crisis gained further momentum this week as officials with the State Chamber called for lawmakers to adopt a Mississippi-style reading law. That will require early intervention for struggling readers and a mandate that children repeat the third grade if they do not meet basic literacy standards.

 

According to National Assessment of Educational Progress (NAEP) tests, only 23 percent of Oklahoma fourth-grade students were proficient or advanced in reading in 2024. That ranks 49th in the nation.

 

In contrast, Mississippi ranks ninth.

OCPA urges regents to end discredited training for teachers

OCPA urges regents to end discredited training for teachers

OKLAHOMA CITY (June 19, 2025)—Oklahoma Council of Public Affairs President Jonathan Small today called on Oklahoma’s college regents to end the use or promotion of teacher-training programs that rely on the discredited “three-cueing” method, which teaches children to guess words based on associated pictures rather than sound them out phonetically.

The three-cueing method has been criticized for years as research has shown it does not help children become literate, and in 2024 Oklahoma law was updated to explicitly prohibit the use of three-cueing instruction in state public schools. Many other states have also banned three-cueing.

Small: Seven ways to boost reading outcomes

Seven ways to boost reading outcomes

By Jonathan Small

I’ve written about Oklahoma’s appalling reading outcomes, which have fallen dramatically and are now among the worst in the nation.

Fortunately, lawmakers have banned the use of “three cuing” instruction that mostly involves teaching a child to guess rather than sound out words.

But more can be done. Here are seven policy steps to improve reading proficiency in Oklahoma.

Small: Reading failures must be addressed

Reading failures must be addressed

By Jonathan Small

It’s said, “The definition of insanity is doing the same thing expecting different results.” This describes the failures in reading proficiency by Oklahoma students, despite billions of dollars of increased spending on public education in Oklahoma.

Edunomics Lab revealed that from 2013 to 2024 Oklahoma’s per-pupil spending increased 47 percent during that decade, but National Assessment of Educational Progress test scores in both reading and math are far lower today than in 2013. One cannot ignore that reality. Oklahoma’s spending increase far outpaced inflation during that time. Regarding Oklahoma, Edunomics noted, “Reading 4th-grade scores fell through the decade and continue to decline even as spending increased.”

NAEP scores show that only 23 percent of Oklahoma fourth grade students scored at or above proficient in reading, compared to 33 percent in 2015.

OCPA column: Bad instruction prompts lawsuit

Bad instruction prompts lawsuit

By Jonathan Small

One of the lower-key victories of the 2024 Oklahoma legislative session was passage of Senate Bill 362, which stated that Oklahoma public-school teachers “shall be prohibited from using the three-cueing system model of teaching students to read” starting in the 2025-2026 school year.

Under the three-cueing method, students are encouraged to guess words based on associated pictures and context, and to memorize entire words, rather than learn to sound them out phonetically.

APMreports has noted “that cognitive scientists have repeatedly debunked” three-cueing, while ExcelinEd in Action noted the three-cueing system “can be boiled down to this: Teachers using this method instruct students to guess.”

Eliminating three-cueing will prevent unnecessary academic hardship for Oklahoma children. Lawmakers deserve praise for passing the ban, particularly state Sen. Adam Pugh, R-Edmond, who championed the issue.

But the benefits of SB 362 may extend beyond academic impact. It turns out the ban could also limit future financial liability for Oklahoma schools that might otherwise face litigation.

Walters announces Oklahoma awarded nearly $60M reading and literacy grant

Some good education news, for a change:

Walters Announces Oklahoma Awarded Nearly $60 Million Grant to Improve Student Literacy  

Tulsa, Okla (September 5th) – State Superintendent Ryan Walters today was joined by Tulsa Public Schools Superintendent Dr. Ebony Johnson today to announce a federal grant totaling $58,949,098 over a five-year period that will support reading and literacy programs across Oklahoma public schools. In the 2024-25 academic year, approximately $9 million will be disseminated to public schools that apply and qualify through a competitive grant process. 

“When I started this job, I made a promise to the people of Oklahoma that we would get back to the basics of education, that we would eliminate the political activism and social indoctrination in the classroom and return focus on teaching our kids the skills they need to succeed in college and the workplace,” Walters said. This grant will be a powerful supplement to the work we are already doing and offers us incredible resources to build upon the foundation we’ve built that prioritizes reading, writing, math and other critical disciplines that will enable our kids to compete and succeed wherever their dreams take them. I want to thank the lawmakers and superintendents who joined us today. I am grateful for their work and dedication to our joint mission of improving education outcomes for all Oklahoma students.” 

As part of this initiative, 25 districts across Oklahoma will receive sub-grants to directly support the implementation of literacy programs tailored to their unique student populations. These sub-grants will enable schools to enhance their literacy instruction, provide targeted interventions, and foster a stronger foundation in language arts for their students.

The project will focus on achieving the following key goals: 

• Early Language Development: Increase the percentage of four-year-old children who achieve significant gains in oral language skills. This will be measured through universal screening tools, diagnostic assessments, and formative assessment processes. 
• Elementary Literacy Proficiency: Increase the percentage of fifth-grade students who meet or exceed proficiency levels on the Oklahoma state reading/language arts assessment. 
• Middle School Literacy Proficiency: Increase the percentage of eighth-grade students who meet or exceed proficiency levels on the Oklahoma state reading/language arts assessment. 
• Teacher Training and Professional Development: Provide Oklahoma teachers with extensive training in the science of reading and effective literacy instructional strategies to ensure high-quality literacy education across the state. 

The grant awarded to OSDE is part of the U.S. Department of Education’s Comprehensive Literacy State Development Grant Program which exists to advance literacy skills, reading, and writing for students from birth through grade 12, including limited-English-proficient students and students with disabilities. 

Small: A renewed focus on reading instruction is good news

A renewed focus on reading instruction

By Jonathan Small

Reading instruction is receiving lawmakers’ attention this year. That’s good news because Oklahoma has much ground to make up.

In 2011, lawmakers strengthened the state’s reading law, requiring students to retake the third grade if they were reading far below grade level, and providing remediation to struggling students.

That program drew wails from many public-school officials—but it worked. Reading performance improved dramatically from 2011 to 2015 on National Assessment of Education Progress (NAEP) tests.

By 2015, Oklahoma recorded the third-largest gain in the country on fourth-grade reading scores on NAEP and the state score was above the national average. 

But then lawmakers watered down the state’s third-grade reading law and made social promotion easier.

State Sup't Walters touts new tutoring program, seeks to prioritize childhood literacy

New from State Superintendent Ryan Walters:

Walters Announces Largest Tutoring Program in Nation

Top Priority is Childhood Literacy

Oklahoma City, Okla – State Superintendent Ryan Walters unveiled a comprehensive tutoring program to ensure Oklahoma students have access to quality tutoring throughout the upcoming holiday season and beyond.

“I’m proud to roll out the most far-reaching tutoring program in the country to benefit Oklahoma kids,” said Walters. “We want to leverage the power of our communities to make sure our students get the help they need to improve literacy and spark a lifelong connection between community groups and their local schools.”

Walters pushes new literacy effort, declares this week "Teach Kids to Read Week"

Image by pressfoto on Freepik

OSDE Declares “Teach Kids to Read” Week

Oklahoma City, Okla. (October 2nd) – In conjunction with Moms for Liberty, the Oklahoma State Department of Education (OSDE) has declared this week “Teach Kids to Read Week” in the State of Oklahoma.

State Sup't Walters rolls out 'Back to Basics' initiative, draft budget request

Walters Rolls Out Back to Basics Initiative, Addresses Failing Schools, and Announces Draft Budget Request

Oklahoma City, Okla – The Oklahoma State Board of Education (OSBE) moved forward with State Superintendent Ryan Walters Back to Basics proposal to focus on student outcomes in four key subject areas: Reading, Math, Science, and Civics. 

“Schools have been too focused on social experimentation and not on basic instruction that lies at the heart of our schools’ mission,” said Walters.  “That’s why we are launching $8 million worth of initiatives focused on improving student outcomes. We will focus on the Science of Reading, implement the most comprehensive tutoring program in the nation, and pay our best teachers for growth in student outcomes and achievement.  I look forward to expanding these programs into the future.”

Walters announced new initiatives aimed to addressing failing schools: “We must reject the status quo.  We cannot – and will not – allow our schools to fail our students because too much is at stake.  My administration will do whatever it takes to help schools succeed, but schools will not be allowed to continue to fail for multiple years. We will think outside the box, and we will innovate.” 

Walters also introduced a draft budget request for FY25: “Thanks to the Biden administration, inflation remains high, and Oklahoma has suffered its share of economic challenges. We are being responsive to the fiscal reality in our state and are taking historic action to direct funding toward a singular goal: student outcomes.  Under my administration, OSDE will be fiscally responsible and maintain a constant eye on the return on investment of taxpayer money.  We are maintaining funding levels for classroom instruction and helping to ensure that more money reaches the wallets of teachers around the state.” 

Background:

Following the historic investment in education passed by the Legislature last year, there was an FY24 appropriation of $3.97 billion. However, $160 million of that appropriation was the School Security and Reading Initiative pilot programs. This $160 million appropriated in FY24 was to be split evenly between FY24, FY25, and FY26, which meant of that $160 Million appropriated for those programs, only $53.3 was spent in FY24. Consequently, $3.86 billion was actually spent on education in FY24.

For FY25, OSDE is asking for $3.92 billion in funding. The $53.3 million that was designated for FY25 for school security and reading initiatives from the FY24 appropriation is automatically added to this request. This leads to the total amount OSDE is requesting in FY25 to be $3.97 billion. The amount SDE is requesting to be spent in FY25 is an increase of $112.9 million compared to the amount that was spent in FY24.

Every functional category of education spending is either constant or increasing for the FY25 budget request compared to the FY24 budget, including a 56.9% increase in spending for teachers and students.

The FY25 requested appropriation is smaller than the FY24 appropriation is because the FY24 appropriation included $160 Million in 3-year pilot programs, but $106.7 million of that appropriation is to be spent in FY25 and FY26.

Small: Literacy report not a shocker

Literacy report not a shocker

By Jonathan Small

According to data from the Program for the International Assessment of Adult Competencies, a national survey, around 500,000 Oklahoma adults could be either functionally illiterate or would struggle to understand written information.

That won’t shock many employers at companies that offer entry-level positions. Talk to an employer, and you will hear tales of applicants who cannot perform simple tasks because of poor literacy skills.

Small on Oklahoma's plunging reading, math scores: "Back to the '70s"

Back to the ‘70s

By Jonathan Small

The surge of inflation under President Joe Biden has given many people flashbacks to the 1970s. Sadly, the latest data released by the National Assessment of Education Progress (NAEP) evokes a similar sense of déjà vu.

The National Center for Education Statistics (NCES) administered the NAEP long-term trend reading and mathematics assessments to 13-year-old students from October to December of the 2022–23 school year.

The results provide much reason for alarm.

OCPA column: Focus on reading & graduation standards needed

Focus on reading & graduation standards needed

By Jonathan Small

In August, Allison D. Garrett, chancellor for the Oklahoma State System of Higher Education, warned lawmakers that Oklahoma high-school graduates are largely unprepared for college in English, math, reading, and science.

Small: Reading instruction crucial for Oklahoma children

Reading instruction crucial for Oklahoma children

by Jonathan Small

As the old expression goes, the definition of insanity is to do the same thing over and over again while hoping for a different outcome. Unfortunately, many of our public schools have taken that approach to reading instruction by clinging to a scientifically discredited method of instruction known as “whole language.”

It’s time policymakers address this longstanding problem. Nationwide learning loss occurred during COVID, and Oklahoma ranked among the worst-performing states according to the results of the National Assessment of Educational Progress.

State Dep't of Education launches statewide expansion of Dolly Parton’s Imagination Library

Hofmeister launches statewide expansion of Dolly Parton’s Imagination Library

OKLAHOMA CITY (May 10, 2022) – State Superintendent of Public Instruction Joy Hofmeister announced today that the Oklahoma State Department of Education (OSDE) is investing $2.5 million in federal pandemic relief funds to expand Dolly Parton’s Imagination Library to all 77 counties in Oklahoma.  

The OSDE will provide a 1:1 match of all funds raised by local community partners, ensuring as many as 264,000 Oklahoma children from birth to age 5 have free, high-quality, age-appropriate books mailed to their homes on a monthly basis. 

State Rep. Conley files bills to improve literacy rates for Oklahoma students

Conley Files Bills to Improve Literacy for Oklahoma Students

OKLAHOMA CITY (February 7th, 2020) – State Rep. Sherrie Conley (R-Newcastle) today discussed legislation she has filed this session to improve literacy rates among Oklahoma students.

Conley is running legislation that would add training requirements for teacher candidates to be trained in the science of reading and help them understand the characteristics of dyslexia, a measure that would require school boards to adopt a phonics curriculum for school districts, and a bill that would require an academic language counselor at all K-5 school sites.

“We have the tools to help every child in Oklahoma learn to read at an early age in our public schools,” Conley said. “My legislation would help teachers have easy access to these tools so they can recognize students who struggle earlier and get them the instruction they need to succeed at this most important skill.”

House Bill 3320 would amend the Oklahoma Teacher Preparation Act to require teacher candidates in early childhood, elementary and special education to study dyslexia characteristics in students and classroom instruction techniques as part of their competency-based preparation. The measure also would require training to include methods to identify potential manifestations and issues associated with dyslexia in students in order to both recognize and meet the needs of these students.

Conley said she has heard about and seen heartbreaking instances of children who struggled for years with dyslexia under teachers who did not understand the characteristics of this disorder. Once a child is properly diagnosed, however, rapid improvement in reading and other subjects is seen, and the child is put on a trajectory for educational success.

House Bill 3322, a new section of law, would require school districts to adopt a phonics curriculum with courses of instruction for kindergarten through third-grade students enrolled. School districts would still exclusively determine instruction, specific course curricula, reading lists and instructional materials to best meet the needs of their students.

Conley said phonics is the proven method to teach children to read. Yet, Oklahoma has allowed other methods such as whole language or balanced literacy that are not backed with evidenced-based research showing the same results.

House Bill 3326, amends the Oklahoma Teacher Requirement Act to require teacher candidates to study the science of reading, phonics instruction, not just what it is, but why it’s effective.

“Phonics will help all children succeed, including those with dyslexia and other reading difficulties, so we need to get back to teaching it in all Oklahoma schools,” Conley said.

House Bill 3325, a new section of law, would require school districts to have an academic language counselor at all sites that serve students in grades K-5. Academic language therapists, also known as, dyslexia therapists, are specifically trained to help address the struggles of students who have been identified as having manifestations of dyslexia.

“This addition to our schools will help those students struggling to read,” Conley said.

“Reading is not just another school subject,” Conley said. “It is the foundation for all other learning. This legislation will help us move the needle in regards to outcomes in our schools. If we teach a child to read, we see better success in the workforce, better pay, better healthcare outcomes, lower incarceration rates and so many more benefits to the individual and society.” 

1889 Institute: Why can't Oklahoma's kids read any better?

Why Can’t Oklahoma’s Kids Read Any Better?

By Byron Schlomach

As has been true every year since 2002 (save for one anomaly in 2015), Oklahoma’s National Assessment for Educational Progress (NAEP) most recent reading scores for 4th and 8th graders came in under the national average. The 8th grade scores have been significantly higher in the past.

Why this poor showing? Why does it persist? Why has it gotten worse? No doubt, some will respond with the usual refrain about the need for more money. But, Oklahoma is one of only a handful of states that offers pre-kindergarten for all comers and funds it in its formulas. It’s better-funded than high school. And besides, did teachers have a better excuse for not teaching reading before they got a $5,000 raise?

The reason Oklahoma has poor readers might be because a whole-word “reading instruction” method, often characterized as the “three-cueing system,” is still used all over the state, according to an Oklahoma Watch article from last September. This method of supposedly teaching reading has children attempt to memorize the look of entire words, or guess a word from context, without learning the individual sounds letters represent. This basic method has gone by other names such as “Look-Say,” “See-Say,” “Sight,” “Psycholinguistic,” “Word,” “Whole-Word,” and “Whole Language” over the years. They are all discredited.

There is only one scientifically-verified reading instruction methodology – phonics. It requires instructing children in the constituent sounds we use to form words, and the letters and letter combinations that represent them. You’d think that educators would trip over each other to get their hands on a teaching methodology verified by science, one even confirmed with brain imaging, but that’s apparently wrong.

Maybe teachers persist in using wrong teaching methods in reading because of what they were erroneously taught in our universities’ schools of education, and they just don’t know better. If so, making them aware of their error should result in swift change.

Unfortunately, our Superintendent of Public Education, Joy Hofmeister, and the department she leads seem more concerned with subjecting our teachers to hours of meetings about “trauma-informed” instruction. Best I can tell, that means being nice to kids from dysfunctional families and neighborhoods. That’s laudable, but the vast majority of teachers are already compassionate. It would seem far more important and beneficial for these same children to learn to read than to have their teachers repeatedly told they need to be compassionate, which is not exactly news.

Maybe it’s time to mandate that the state universities’ colleges of education teach scientifically-verified reading instruction methods, that they re-teach current teachers at the universities’ expense, and that public schools use those methods. After all, Oklahoma students’ poor reading skills can ultimately be traced to our universities’ colleges of education.

Byron Schlomach is the 1889 Institute Director and can be contacted at bschlomach@1889institute.org.