Elementary teachers urge investment in early literacy and warn third-grade writing test may be developmentally inappropriate

Second-grade teachers and elementary educators told the Senate Education Committee May 28 that investments in evidence-based literacy instruction are producing gains, and they urged lawmakers to protect and expand funding for early reading supports.

"Using science to adjust our instruction and find ways to best support our students is so beneficial. And I have seen huge literacy gains this year," Leslie Curran, a second-grade teacher at Banks Elementary School, told the committee.

Curran said her school has a 120-minute literacy block that allows for direct instruction and additional targeted interventions five days a week. She said targeted intervention and small-group work by reading specialists and instructional aides are essential to prevent students from falling behind. Curran argued that students who are not reading by fourth grade face long-term consequences and recommended prioritizing funding for primary grades and paraprofessional support.

Curran also warned against using a single, developmentally demanding test to determine funding. "If a 9 year old can write a 5 paragraph essay citing 2 sources" will be the metric that affects funding, she said, and she told senators she does not believe that expectation is developmentally appropriate.

Committee members and witnesses discussed attendance and post-pandemic learning losses as complicating factors, and Curran emphasized the role of small classes and instructional aides in allowing teachers to differentiate instruction. Senators thanked witnesses and said they would consider the testimony in budget and assessment policy discussions.

No committee action was taken at the hearing.