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Ohio education director backs continued literacy investments, proposes universal K–3 diagnostic
Summary
Steve Dakin, director of the Ohio Department of Education and Workforce, told the Senate Education Committee the executive budget continues literacy investments and would require a universal K–3 diagnostic assessment and integration of social studies and civics into English language arts instruction.
Steve Dakin, director of the Ohio Department of Education and Workforce, told the Senate Education Committee that the executive budget continues the state’s investment in literacy and would require a universal diagnostic assessment for grades K–3 in reading and math.
The budget “builds on that previous work and makes strategic investments,” Dakin said, adding that two years ago the governor and General Assembly invested $171,000,000 to improve literacy instruction and that the executive budget proposes continued support for literacy coaches leading classroom change.
Dakin said the budget proposes that schools use at least 25% of their Disadvantaged Pupil Impact Aid (DPIA) to implement the science of reading, with schools with the lowest literacy rates required to use at least 50% of DPIA for that purpose. He said the state should evaluate the return on its investment by having all public schools use the same diagnostic assessment so “we have the data to make apples to apples comparisons about student achievement.”
The testimony also proposed an optional model curriculum that integrates English language arts, social studies and civics to address teachers’ concern about insufficient instructional time for social studies. “Teaching students to read materials that improve their understanding of civics is a solution to that problem,” Dakin said.
Committee members pressed Dakin on details. Vice Chair Blessing asked whether language removed by the House around the kindergarten readiness assessment (KRA) should be restored; Dakin responded he would be “100% supportive” of reinstating requirements for KRA use, saying it provides both a diagnostic for schools and information for early-childhood partners preparing children for kindergarten.
No formal committee action was taken during the hearing; the exchange was part of proponent testimony on the executive budget proposals for the Department of Education and Workforce.
Ending: Dakin closed by saying the executive budget “takes the next step toward fulfilling our key policy priorities” and invited committee questions.
