Reasons for optimism with Ohio’s literacy reforms

I’d like to offer an alternative title to today’s 74 Million piece on the impact of Ohio’s state support for evidence-based literacy instruction. While the article rightly describes some frustrating fluctuations in recent statewide English Language Arts scores, to me, leading with the word “Disappointing” loses the plot.

As I’ve written about over and over (and over!), the shift to high-quality curriculum takes time and careful, ongoing attention to teacher support. And as the 74 piece goes on to describe in helpful detail, there are reasons why test scores may go up and down and why implementation of new instructional materials takes years for full effect. The header I’d have chosen from this important story is something like, “Ohio educator shares the moment she’s been waiting for: third graders on track for major jump in reading proficiency.”  

If we want states to stay the course with their commitments to support high-quality instructional materials and aligned teacher training (and we do!), we should mind the headlines. Let’s send the message about what’s working, and why, instead of leading with the frustrations that come with any educational sea change. 

Jocelyn Pickford is an education policy and communications specialist focusing on understanding and promoting practitioner-informed public policy across the private, public and non-profit sectors as a Partner with Waypoint Education Partners. She began her career in education as a high school English teacher in a regular and special education inclusion classroom and is now a public school parent and recent member of her local district school board. Previously, Jocelyn led the design, launch and implementation of the Teaching Ambassador Fellowship at the U.S. Department of Education to integrate teachers into the national education policy dialogue.

Jocelyn’s passion for her work was seeded during her own public school education and took root during her classroom teaching experience in Fairfax County, Virginia, where she led action research and presented instructional materials to a variety of audiences. Jocelyn earned her bachelor’s degree from Trinity College (CT), working as a professional writer and editor prior to becoming a teacher, and obtained her master’s in secondary education from George Washington University. Jocelyn lives outside Philadelphia with her husband and two children.