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House Education panel unanimously backs interim study on early literacy and numeracy
Summary
The House Education Committee unanimously approved House Joint Resolution 63, authorizing an interim study on early literacy and numeracy that will engage OPI, parents, early education providers and other stakeholders to measure the effectiveness of recent literacy and numeracy investments.
The House Education Committee unanimously approved a resolution requesting an interim study to evaluate early literacy and numeracy programs across the state.
Representative Linda Rekston, sponsor of House Joint Resolution 63, said the measure grew from earlier "Science of Reading" work and aims to assess whether recent policy changes and funding are producing measurable improvements in early reading and math skills. Rekston told the committee the Board of Public Education has incorporated elements of the Science of Reading work into its English language arts standards and that the state needs better statewide data to track progress.
Sarah Froehlke, a policy analyst with 0 to 5 Montana, testified in support and described a February pilot survey that found local confusion about implementing early literacy interventions. Froehlke said her organization — which co-facilitates a statewide early learning coalition — stands ready to provide nonpartisan data, research and connections to early learning leaders.
Committee members discussed how the resolution differs from the decennial study and from Board of Public Education standards. Vice Chair Romano said HJ 63 narrows the focus to evaluating "the effectiveness of specific policies, curricula and instructional strategies," not just setting benchmarks. Representative Lynch and others welcomed adding early numeracy to the study’s scope.
The committee moved HJ 63 in executive action. A roll-call vote was recorded and the chair announced the measure passed unanimously. The resolution directs the designated interim bodies to include stakeholders such as district leaders, parents, advocacy groups, Head Start and early childhood providers and to analyze which instructional strategies produce the best results for students by third grade.
Representative Rekston said the study will inform future legislation and budgeting and stressed the importance of a statewide data system — including PowerSchool as an example — to report enrollment, on-track status and interventions for students who are not meeting benchmarks.
Next steps called for by committee members include interim reporting to education-related interim committees and coordination with the decennial study where appropriate.
