The science of reading movement has transformed elementary literacy instruction across the United States, with over 40 states implementing policies requiring evidence-based practices in curriculum, screening, and teacher training. However, despite widespread adoption of these reforms, national reading achievement data show limited gains, with only a few states demonstrating significant improvements. Denver’s Goldrick Elementary exemplifies this challenge: while the school achieved 80% proficiency on internal reading fluency measures over three years, fewer than one-third of its third graders reached proficiency on state reading assessments, suggesting that foundational reading instruction alone is insufficient to drive broader achievement gains.
Experts attribute the modest national results to several factors. Many states implemented science of reading policies during the 2021-22 school year, meaning sufficient time may not have elapsed to measure meaningful student outcomes. Additionally, research indicates that comprehensive policies—those providing teacher training, funding, district support, and intervention protocols—produce better results than policies addressing only single components. Implementation challenges also matter significantly; identifying students with dyslexia through screening, for instance, means little without robust intervention infrastructure and well-trained educators to support struggling readers.
Building on this momentum, a parallel “science of math” movement has emerged, with 18 states passing structured math legislation between 2022 and 2025. These laws mirror reading policies by emphasizing foundational skills, universal screening, targeted interventions, and explicit instruction. Alabama’s 2022 Numeracy Act has become a model, with other states including Oklahoma and Alaska following similar frameworks. However, math reform faces a distinct challenge absent from reading debates: the field remains divided over instructional philosophy. While reading experts largely agree on the importance of systematic phonics instruction, mathematics educators continue to disagree about whether curricula should prioritize explicit, bottom-up skill building or inquiry-based, problem-solving approaches.
This renewed debate in the “math wars” highlights implementation ambiguities in new state legislation. Although laws typically require evidence-based approaches, they often fail to define what that means operationally. Curriculum choices ultimately determine how abstract research translates into classroom practice, yet busy district and state leaders may lack capacity to navigate complex instructional decisions. Researchers emphasize the need for clearer guidance connecting research findings to practical implementation, as well as qualitative studies examining actual classroom conditions and barriers to achievement growth in both reading and mathematics instruction.
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