I am contacting you with an urgent caution about Bill 3613 and the historical failures of addressing reading in South Carolina through micromanaging legislation that has not resulted in improving home, community, individual equity or learning outcomes for students living in poverty, Black students, Emergent Bilinguals, or students with special needs.
Currently, I am in year 37 of being an educator in SC, serving as a high school English teacher at Woodruff High for 18 years before moving to teacher education at Furman University for the past 19 years. I entered education in SC in 1984, the first days of the accountability movement in our state.
Despite changing standards and high-stakes testing multiple times over the past four decades, political and public perception remains convinced our schools are failing, and that our students are, specifically, failing in reading achievement.
Read To Succeed was a serious mistake at its inception since it misreads both how students learn to read and how best to teach reading. Reading growth is not simple, and test scores are a stronger measure of poverty and social inequities than the state of student learning or the quality of teaching.
Bill 3613 is making the same mistake political leaders have been making since the 1980s, tinkering with prescriptive legislation aimed at our students and CONTINUE READING: Open Letter to SC House and Senate Concerning Bill 3613 – radical eyes for equity
