Less than half of Massachusetts third graders read at grade level, according to the Massachusetts Comprehensive Assessment System’s 2024 study. On October 29, the Massachusetts House of Representatives unanimously passed a bill (and sent it on to the Senate) — known as the Right to Read Act — whose aim is to dramatically turn that statistic around.

The bill requires all school districts to adopt state-approved reading curricula that are grounded in structured, systematic, evidenced-based methods (like Orton-Gillingham), which we know is sound instruction for all children but essential for those with learning differences. Currently, only 50 percent of districts statewide are using these methods. For dyslexic learners, the quality of early instruction can be the difference between long-term struggle and long-term confidence, which makes the legislation particularly impactful.

What’s more, the bill requires schools to support educators to employ these evidence-based methods in the classroom. And it ensures that teacher education programs follow suit.

Why is teacher education so significant?

We cannot meaningfully improve reading outcomes without fundamentally rethinking how we prepare and support educators, especially those serving students who learn differently.

The current shortage of educators — worsened by the pandemic — impacts all students, but students with learning differences are disproportionately affected. If we want to improve learning outcomes for all students, specialized preparation around structured literacy is urgently needed for both current and emerging educators.

Thinking back on my own experience as an emerging educator, and later, as an instructor at Boston College and UConn, I know how critically important it is to send emerging teachers off on the right foot, with effective experiences. Too often, however, teacher preparation falls short. 

One pattern I saw repeatedly: Even the most dedicated educators often entered classrooms without the practical tools required to support struggling readers.

• Many reading pedagogy courses in graduate programs are highly theoretical, failing to provide emerging educators with the critical skills for applying evidence-backed methods in the classroom.
   
• Other programs neglect to teach evidence-based approaches at all. Or, they rely on phonics instruction alone, overlooking all the other key components of nurturing a successful reader. (In her recent research article, this is what Dr. Maryanne Wolf refers to as POSSUM — phonology, orthography, semantics, syntax, understanding, and morphology.)
   
• In other cases, even after receiving evidence-based literacy preparation, graduates may be placed in a school for their practicum that does not implement these methods, so they don’t see how the pedagogy translates to real classroom experiences. Many educators find themselves caught in an instructional culture that is working against them. It feels like swimming upstream. 

This gap between what teachers learn and what they’re empowered to practice is a significant, often overlooked barrier to literacy success. Preparation alone does not guarantee implementation, but supportive school culture does.

So, yes, this bill holds tremendous promise in terms of codifying our approach to teacher preparation and ensuring that educators use high-quality instructional materials.

➡And, here’s what I’ll be watching closely: Its implementation. 

Teaching reading well is a highly complex, crucial skillset, and it lands on schools to effectively implement these methods. Without robust systems for ongoing coaching, modeling, and high expectations, even the best curriculum sits unused or inconsistently applied.

This is where I’m so proud of our work at Carroll as a pioneer in teacher preparation, which allows us to have an impact well beyond our campuses. For nearly 50 years, Carroll has served as a living laboratory for demonstrating effective teacher preparation and implementation.

Today, we offer multiple preparation opportunities:

• The Garside Institute for Teacher Training (GIFTT): A comprehensive Orton-Gillingham and dyslexia program, grounded in coursework and practicum
   
• The Angela Wilkins Program of Graduate Studies in Education: An intensive, 12-month teacher residency program leading to a Master’s degree in Education and  Massachusetts teacher licensure
   
• The Hall Copacino Institute of Professional Study: Professional learning for Carroll educators

Our “secret sauce” is twofold: 

(1) We welcome current and emerging teachers into our school and invite them to learn and practice side-by-side with our experienced Carroll educators and our students. After receiving both evidence-based skills and practical classroom application, they return to their classrooms with the knowledge and know-how to effectively support their students, including those with learning differences. This apprentice-style training is one of the most powerful ways to build instructional confidence and fidelity.

(2) We believe that coaching is the single most effective lever for translating preparation into effective practice. Every educator is paired with a Carroll instructional coach for ongoing feedback and support. Coaching is non-evaluative. It’s not about performance, but honing the craft. It’s how, at Carroll, we turn good practitioners into exceptional educators. 

Instructional coaching is a non-negotiable for us — all Carroll educators, across content areas, have one as part of their own professional learning. I have one, too. We know that continuous educator growth leads directly to positive outcomes for students. And collaborative support and advice from fellow educators is an invaluable tool in our skill development.

I am hopeful that the Right to Read legislation, which I had the honor of giving testimony for earlier this fall, will pass the Senate, reach the Governor's desk, and eventually become law. If it does, schools statewide will be faced with an exciting opportunity — indeed, a necessary mandate — to prioritize evidence-based literacy curricula and effective teacher preparation. But passage is only step one.

What will truly determine the bill’s impact is whether schools build the systems — coaching, implementation supports, and aligned leadership — to bring structured literacy to life in classrooms. That’s when the greatest impact will be felt, moving the education needle from good to exceptional for all students.