Resolution A: Equitable Literacy for All Students

In 2020, Randi Weingarten, president of American Federal of Teachers (AFT), the second largest teacher’s labor union in the U.S., wrote a foreword to Dr. Louisa C. Moats’ report:

“Reading is not simply a desire; it is a fundamental skill necessary for virtually everything we do. And we need to ensure all of us, particularly our children, learn to read and read to learn so they too can do everything.” ¹

This essence of this resolution is summarized well throughout this report by Dr. Moats¹, a respected teacher, psychologist, researcher, and professor who has been at the forefront of literacy research for five decades.

“This report is an update to the original Teaching Reading Is Rocket Science published by the American Federation of Teachers over 20 years ago² and emerges from a collaboration between the AFT and the Center for Development and Learning. Together they acknowledge that, although some progress has been made in teaching reading effectively, too few at-risk, disadvantaged, and minority students become proficient readers. Insufficient emphasis has been placed on understanding the science of reading, which, when appropriately implemented, can enable these students to make significant reading and writing gains.” (pg. 4)

The National Assessment of Educational Progress (NAEP), a congressionally mandated program initiated in 1969, provides student achievement data from across our nation. ³

California’s 2022 NAEP score shows only 31% of California 4th graders perform at or above the proficient level in reading.⁴ Poor reading instruction by California’s education system continues to perpetuate inequalities that have had a greater impact on at-risk, disadvantaged, and minority students.  Of concern, studies show when the literacy gaps widen, also known as the Matthew effect⁵, the inequalities become exponentially greater, as each year passes.  Importantly, Dr. Moats indicates:

“Persistent “gaps” between more advantaged and less advantaged students can be narrowed and even closed. Fundamentally, these gaps are the result of differences in students’ opportunities to learn—not their learning abilities.”¹

NAEP allows us to compare states, including Mississippi, which passed statewide legislation in 2013 implementing early screening, teacher training, and evidence-based reading curricula.  The NAEP data below shows Mississippi’s legislative action has proven successful for their students:

• 2013 – Mississippi below 49th
• 2017 – Mississippi just below 44th
• 2019 – Mississippi just below 29th
• 2022 – Mississippi tied at 21st

To quote State Superintendent of Public Instruction Tony Thurmond who spoke at the 2022 California Reading Summit, “If evidence-based programs are not mandated the school districts will not do it.”  This is a social justice issue and a matter of equity.  We ask the California State PTA to pass this resolution to support equitable access to literacy for all students.

ENDORSEMENTS