Massachusetts invests in its youngest readers

By now, the majority of states have implemented science of reading laws to improve early literacy, with most focusing on grades K-3. But research shows that the years before students enter kindergarten are some of the most important: 90% of brain development occurs before age 5, and children who enter kindergarten already behind in math and reading are unlikely to regain that ground.

What can states do to create strong literacy supports across preschool into elementary school? Massachusetts is planting a flag.

Last week, Governor Maura Healey announced the launch of the Partnership for Reading Success – Massachusetts (PRISM) II grant, providing $5.5 million in grant funding to help districts implement high-quality instructional materials in English language arts and literacy for students in grades PreK-3. The funds can be used for a whole host of supports to identify and use proven literacy programs in partnership with community-based preschools. The intentional emphasis on partnership and collaboration seeks to establish strong foundations in reading for the youngest learners that will continue when they progress to elementary school.

PRISM grants are part of Massachusetts’ Literacy Launch: Reading Success from Age 3 to Grade 3 initiative, which is jointly implemented by the Massachusetts Department of Elementary and Secondary Education and the Department of Early Education and Care. The first round of PRISM grants were awarded to 15 school districts in January. In addition to supporting the adoption of high-quality instructional materials, the initiative includes plans to update approval criteria and accelerate review timelines for teacher education programs, which are required to provide evidence-based early literacy training.

As the science of reading landscape grows, it’s great to see state attention to the years before kindergarten. I’ll be watching Massachusetts’ progress and hope other state leaders will take note.

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.