California is navigating a contentious debate over how to implement a science of reading law passed in 2025 by evaluating and approving classroom reading curricula for elementary and middle schools. The state Department of Education has developed a list of more than 40 approved programs for grades K-8, which the state board is scheduled to vote on in January. However, several education advocacy organizations, including EdVoice, EdTrust-West, and Californians Together, are pushing back on the current review process and calling for significant revisions before adoption.
The central issue involves the level of detail and differentiation provided in the curriculum reviews. Advocates argue that the state’s evaluation process does not sufficiently distinguish between programs that barely meet state standards and those that exceed expectations, effectively creating a low-quality threshold. Additionally, concerns have been raised about the consistency and clarity of how reviewers identified program strengths in areas such as organization, assessment, and equity. Representatives from reform organizations contend that without clearer definitions and multiple performance levels, districts will lack the information necessary to make informed decisions that align with their specific needs.
The California legislation itself represented a compromise between competing interests. Education reform and dyslexia advocacy groups initially sought more prescriptive measures, including a requirement to select from vetted lists and mandatory science of reading training for educators. Teachers unions and English-learner advocates resisted, citing concerns about overemphasis on phonics and insufficient local control. The final law made professional development optional and allowed districts to either choose from the state list or certify that an alternative curriculum meets evidence-based standards.
Supporters of a revised timeline, such as officials from the California County Superintendents Association, counter that further delays are unnecessary and that local districts need access to quality options promptly to address literacy outcomes. The state board voted in November to postpone the decision from November to January to allow for additional discussion. State board member Alison Yoshimoto-Towery indicated support for prioritizing list quality over meeting deadlines. The debate reflects broader national discussions about how states should structure science of reading legislation and the appropriate balance between state guidance and local control over curriculum decisions.
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