Why Johnny still can’t read: The curriculum cartel doesn’t want reform
Popular programs stay entrenched even after admitting flaws. Gatekeepers prefer familiar dogma over the hard work of changing course.
Half a century after the book “Why Johnny Can’t Read” sounded an alarm about the rise of illiteracy in the U.S., the problem has only gotten worse. A quarter of all young adults, many of them high-school graduates, are now functionally illiterate. Unable to read more than basic, short sentences, their prospects in today’s information economy are bleak.
This crisis gave rise to a movement that embraced the science of reading and produced a surprising success story in the Deep South, a region dogged by the highest rates of childhood illiteracy in the nation. State leaders and education reformers in Mississippi and Louisiana led a remarkable improvement in elementary reading scores that now rank among the highest in the nation.
Advocates estimate that about half of the state’s districts are experimenting with or rolling out higher-quality curricula.
The turnaround was a long slog, requiring a heavy hand from the state to win buy-in for a wholesale transformation of curricula, teaching methods, accountability, and more. Former state education chief Carey Wright called it the “Mississippi Marathon.” One of the biggest questions in public education now is whether the southern surge can spread nationwide, turning millions of struggling students into proficient readers with a brighter future.
But such a top-down approach is running into resistance, particularly in blue states like New York and Illinois, where strong teachers’ unions have fought to preserve local control over schools. And nowhere is the political battle over who runs the classroom more pronounced than in Massachusetts, which has long boasted the nation’s best public schools.
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