PA Schools Will Be Required To Use Evidence-Based Reading Curriculum – LevittownNow.com

Report on Pennsylvania’s New Literacy Mandate and Alignment with Sustainable Development Goal 4

Executive Summary

The state of Pennsylvania has enacted new legislation as part of its 2025-26 budget to mandate the adoption of evidence-based reading curricula in all public schools by the 2027-2028 academic year. This initiative, supported by a $10 million allocation for literacy programs, directly addresses low reading proficiency rates and aligns with the global commitment to Sustainable Development Goal 4 (SDG 4): Quality Education. The new law emphasizes structured literacy, teacher training, and student screening to ensure equitable and effective learning outcomes for all children.

Legislative Mandates and Financial Allocation

The literacy reform is a key component of the $50.1 billion state budget signed into law by Governor Josh Shapiro. The budget allocates a total of $665 million towards public schools, with a specific $10 million fund designated for literacy instruction and related initiatives. The central focus of the legislation is to transition all school districts to a “structured literacy” approach, which research has shown to be effective in teaching reading through phonics and phonemic awareness.

Alignment with SDG 4: Quality Education

Pennsylvania’s new literacy requirements represent a significant state-level effort to achieve the targets set forth by SDG 4. The policy’s design contributes directly to several key objectives:

• Target 4.1: By aiming to improve foundational reading skills, the law directly addresses the goal of ensuring all children complete a quality primary education with relevant and effective learning outcomes. This is critical, given that national test scores indicated only one-third of Pennsylvania’s fourth graders were proficient in reading.
• Target 4.6: The mandate’s focus on ensuring children achieve fundamental literacy is a direct contribution to the broader goal of achieving universal literacy and numeracy among youth.
• Target 4.c: By requiring ongoing professional development for teachers in evidence-based literacy instruction, the legislation works to increase the supply of qualified educators, thereby enhancing the quality of education delivered in the classroom.

Core Requirements for Educational Institutions

Under the new legislation, school districts must implement several key measures to ensure compliance and improve student outcomes. These mandates are structured to create a comprehensive system of support for both students and educators.

1. Curriculum Adoption: Districts are required to adopt and implement an evidence-based literacy curriculum by the 2027-28 school year. While districts may choose their own curriculum, it must align with research-backed best practices.
2. Teacher Professional Development: Beginning in the 2027-28 school year, schools must provide all teachers with professional development in literacy instruction from a state-approved list of providers.
3. Student Screening: All students in kindergarten through third grade must be screened for reading competency three times per year to identify learning deficiencies early.
4. Intervention Plans: If a student is identified as being behind in reading skills, the school is required to provide a reading intervention plan with additional support.

Accountability and Monitoring Mechanisms

To ensure the successful implementation of these reforms and to promote transparency, the legislation establishes new accountability measures. These measures are essential for monitoring progress towards the state’s educational goals and its commitment to SDG 4.

• Districts must report which literacy curriculum they are using, beginning with the current school year.
• Annual reports are required on the number of teachers who have participated in the mandated literacy professional development.
• Districts must provide annual data on the percentage of students identified as having a reading deficiency.
• The Pennsylvania Department of Education is tasked with making a portion of this information publicly available to track statewide progress.

Implementation Challenges and Stakeholder Perspectives

While the legislation has received broad support, its implementation faces challenges. A state Reading Leadership Council was tasked with publishing a list of recommended curricula, but its initial list was withdrawn following swift pushback from advocates, including the Pennsylvania Literacy Coalition. Critics argued the list was not high-quality or fully aligned with the law. The Department of Education has not provided a timeline for a revised list.

Despite this issue, stakeholders like the Pennsylvania Literacy Coalition view the new requirements as a major step forward. They emphasize that the accountability measures are essential for ensuring every district moves forward on a clear timeline, ultimately advancing the goal of providing every child with effective reading instruction and achieving greater educational equity.

SDGs Addressed in the Article

Explanation

The article primarily focuses on improving the quality of education, specifically literacy, for young students in Pennsylvania. This directly aligns with the goals of ensuring inclusive, equitable, and quality education for all. The initiatives described, such as implementing evidence-based reading curricula, providing teacher training, and monitoring student progress, are all central to achieving quality educational outcomes.

• SDG 4: Quality Education – The entire article is dedicated to enhancing the quality of literacy instruction in public schools. It discusses new state requirements for reading curricula, teacher training, and student screening to improve reading proficiency, which is a cornerstone of quality education.

Specific SDG Targets Identified

Explanation

The article details specific actions and policy changes that correspond directly to several targets under SDG 4. These targets focus on learning outcomes, literacy skills, and the quality of teaching staff.

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • The article highlights a significant issue with learning outcomes, stating that “only about 1 in 3 Pennsylvania fourth graders could read at a proficient level.” The new state requirements for an “evidence-based reading curriculum” and “structured literacy” are direct measures aimed at improving these “effective learning outcomes” in primary education.
2. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
   • The core objective of the legislation is to improve literacy. The article states the new approach “puts a renewed emphasis on teaching [kids] to read well.” By focusing on foundational reading skills for children in kindergarten through third grade, the policy aims to ensure they achieve literacy, which is the primary goal of this target.
3. Target 4.c: By 2030, substantially increase the supply of qualified teachers…
   • The article emphasizes the importance of teacher qualification and training. It mandates that schools “institute new literacy instruction training for teachers” and “provide all teachers with professional development in literacy instruction.” This directly addresses the need to enhance teacher skills and qualifications to deliver effective instruction, aligning with the spirit of Target 4.c.

Indicators for Measuring Progress

Explanation

The article explicitly mentions several new accountability and reporting requirements that serve as direct indicators for measuring progress toward the identified targets. These indicators are designed to track student proficiency, identify learning deficiencies, and monitor teacher training.

1. Proportion of children at a specific grade level achieving at least a minimum proficiency level in reading:
   • The article uses the statistic that “only about 1 in 3 Pennsylvania fourth graders could read at a proficient level” as a baseline indicator. Future measurements of this rate will show progress.
2. Mandatory student screening and intervention data:
   • The requirement to “screen students in kindergarten through third grade for reading competency three times each year” and provide a “reading intervention plan” for those behind creates a direct data source for tracking early-stage literacy development.
3. Percentage of students with reading deficiencies:
   • The new law requires districts to “provide annual data on the percentage of students identified as having a reading deficiency.” This is a specific, mandated indicator to monitor the prevalence of literacy challenges.
4. Number of teachers trained in new literacy methods:
   • The article states that districts will be “required to report on how many teachers have participated in literacy professional development.” This indicator measures the implementation of the teacher training component of the new policy, which is crucial for achieving the desired educational outcomes.

Summary of SDGs, Targets, and Indicators

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