The Oregon Reading Crisis: A Broken System in Need of Repair
Oregon's reading scores are a cause for concern, ranking the worst in the nation. This crisis is not a recent development but a culmination of systemic issues within the state's education system.
The Role of Testing and Teacher Training
Jim Green, a former lobbyist and education insider, offers a bold solution: an executive order requiring all new elementary teachers to pass a standalone exam in the science of reading. This proposal is intriguing, as it addresses a critical aspect of the problem—teacher preparedness.
Oregon's current teacher assessment, a combined reading and social studies test, is inadequate. It allows teachers to potentially pass without demonstrating proficiency in reading instruction. Green's suggestion for a specialized reading exam is a step towards ensuring teachers possess the necessary skills to teach reading effectively.
However, the issue goes beyond testing. The real problem lies in the training teachers receive. Oregon's teacher preparation programs have consistently failed to meet standards, particularly in teaching phonics-based reading instruction. This is a fundamental issue, as phonics is a proven method for teaching reading.
The Impact of Online Education
A concerning trend is the rise of online education programs, such as Grand Canyon University and Western Governors University, which have become popular among aspiring teachers in Oregon. These institutions have questionable track records in reading instruction, with some receiving failing grades or refusing to provide course materials for evaluation.
The convenience and affordability of online programs are understandable, but they may be contributing to the literacy crisis. The lack of oversight and accountability in these programs is alarming, especially when they produce a significant portion of Oregon's new teachers.
A Call for Action
Green's proposal for an executive order is a direct approach, but it may face resistance from teacher unions and educational lobby groups. However, the current situation demands bold action.
The state's Early Literacy Initiative and the recommendations of the Early Literacy Educator Preparation Council are steps in the right direction, but they may not be enough. Mandating a rigorous reading exam for teachers could be a powerful tool to ensure teacher quality and reassure the public.
What's more, the state should address the root cause by overhauling teacher preparation programs. Ronda Fritz's success at Eastern Oregon University demonstrates that it's possible to produce highly trained reading teachers within the state.
In my opinion, Oregon's reading crisis is a complex issue that requires a multi-faceted solution. While testing and teacher training are essential components, the state must also address the influence of online education and the lack of oversight in teacher preparation. Only then can we hope to see a meaningful improvement in Oregon's reading scores and, more importantly, in the lives of its students.
