Educators know firsthand how crucial reading and literacy skills are to student success in the classroom, and that strong instruction is both complex and adaptive. That is why reading specialists and other educators – the professionals with expertise in instruction who are working on a daily basis to support student learning – are deeply concerned by approaches to literacy instruction that restrict educators and districts. It is also why the members of the Massachusetts Teachers Association voted overwhelmingly at our Annual Meeting of Delegates to oppose state mandates to use specific literacy curricula, such as those included in H.4683 and S.2855 that are currently before the Senate Committee on Ways and Means.

Both bills undermine the longtime principle of local districts being able to choose curricula that is aligned with our widely respected curriculum frameworks and instead allow the state to mandate the use of specific curricula in school districts. In addition, H.4683 erroneously presents certain components of reading instruction as if they are exhaustive and universally applicable to all students. It seeks to prohibit activities or lesson plans that include strategies that classroom educators and leading scholars of reading have found can be important tools in providing the highest quality of instruction that meets the unique learning needs of each student. As one example, the bill prohibits any “visual memorization of whole words,” which for educators is a clear reference to so-called “sight words.”

The MTA is pleased that S.2855 does not include such prohibitions on instructional practices, and we urge the Senate to follow the Education Committee’s approach in this area as the legislation moves forward. In addition, the MTA strongly supports Sections 2(f), 11A and 11B of H.4683, which focus on bringing more reading specialists, librarians and other educators into our public schools at a time when many positions are under threat due to budget challenges around the state. It is critical that these staffing provisions, which recognize the essential role that professional educators play in instruction, are included in any legislation related to early literacy.

Yet we remain deeply concerned that the underlying focus of H.4683 and S.2855 is to mandate the use of specific curricula in school districts.

We need your help in urging legislators to listen to educators on literacy by continuing to invest in our public schools and educators and opposing approaches to literacy that mandate curricula and restrict instruction. Please email your senator right away and urge them to listen to public school educators, the experts on literacy. Please also consider calling your senator to follow up on your email. You can find their phone number by clicking here.