But that should come as no surprise to teachers and administrators:
While improving reading outcomes is a worthy goal, it was obvious from the beginning that Read to Achieve lacked the educator’s touch. The initiative attempted to improve reading by increasing the volume of assessments in grades K-3 and ratcheting up the threats of retention, essentially punishing children for not being able to read well enough in early grades. It’s not the approach an effective teacher would take.
DPI warned the General Assembly that the volume of assessments the legislation added to 3rd grade was too high and that the pace and funding of implementation didn’t provide enough professional development for teachers to effectively transition to the new system. The General Assembly had also slashed Pre-K funding 25% from pre-recession levels at the time, and DPI informed legislators that quality early childhood education was one of the most important components of building a foundation for literacy. All of that feedback fell largely on deaf ears.
No big surprise at all. The GOP's operating mantra has been, "My bad policy is greater than even the best policies of other people. And if my policy ends up failing, it can easily be blamed on those other people for not properly supporting it." Just to give you an idea of the consequences of this mandated program, here's an excerpt of the letter sent to parents explaining it: