Over 20% of Americans are classified as illiterate or functionally illiterate. Roughly 70% of the nation’s 4th and 8th graders cannot read proficiently. Additionally, about 25% of high school graduates in America are functionally illiterate. That means, 1 in 4 graduates in the United States cannot read well enough to complete basic, everyday tasks that require reading.
Outcomes like this suggest we should be focused on improving literacy in our public schools. Unfortunately, instead of prioritizing literacy, there seems to be an increasing focus on social theories such as decolonized curriculum and Critical Race Theory (CRT). The intense focus on these social theories has effectively diverted attention from the persistent problem of illiteracy in America and in our public schools.
At this time, I have no opinions about CRT, decolonized curriculum or any of the social theories de jour, as they relate to public education. The finest curriculum ever written has no value if students cannot read. I welcome social justice exploration in education, but not before the problem of illiteracy in our public schools has been corrected. Social justice concerns are important in our schools, but not more important than students’ ability to read and write. There can be no social justice for anyone without literacy for everyone.
The failure to meaningfully address illiteracy in our schools feels intentional. For decades, reading performance in our public schools has been less than impressive. Now, a variety of controversial social theories have arisen to seemingly keep societal focus off of an illiterate populace in and out of the school system. To suggest the best education minds in America cannot figure out how to conquer or at least reduce illiteracy in our nation’s schools is nonsense. If that is indeed a fact, then we have no need for federal or state education oversight. The money spent in these agencies could be better spent on campuses.
Rather than becoming caught up in the battle of the theories, I’d rather focus my energy on how I can improve literacy within my circle of influence. That includes providing information to interested parties, investing my time in the Science of Reading and participating in professional development that will enable me to serve my students more effectively.
I have no confidence that literacy will improve in our public schools. I can only hope all parents research statistics for themselves so they can make informed decisions about their children’s educations and futures.
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