The recent National Assessment of Educational Progress (NAEP) report in California, revealing a decline in reading proficiency among fourth and eighth-grade students post-pandemic, serves as a critical call to action. As the state grapples with literacy improvement strategies, a key aspect that demands attention is the evaluation of curriculum materials based on empirical evidence rather than convenience.
One of the primary resources that states often turn to for this purpose is EdReports, an independent nonprofit organization established in 2015 to aid districts in selecting instructional materials aligned with the Common Core State Standards (CCSS). While EdReports initially aimed to assist in the identification of materials in line with CCSS, critics have pointed out its misalignment with established scientific research on effective reading instruction, particularly for young learners. The organization’s methodology, which lacks a strong focus on early foundational reading skills, has been a subject of scrutiny and debate.
In 2024, journalist Linda Jacobson brought attention to the concerns surrounding EdReports in an article titled “Critics Call ‘Consumer Reports’ of School Curriculum Slow to Adapt to the Science of Reading.” Natalie Wexler, in her Forbes piece “Literacy Experts Say Some EdReports Ratings Are Misleading,” shed light on flawed evaluation rubrics and inconsistencies in rating reliability. These publications underscore the inadequacies in EdReports’ assessment methods, which have failed to align with current research on reading instruction and often disregard the needs of English learners.
Louisa Moats, a renowned expert on reading instruction, highlighted the discrepancies in the Common Core Standards for young readers, emphasizing the importance of understanding the complexities of teaching reading to children. Moats’ insights echoed the sentiments of many experts who have criticized EdReports’ evaluations for endorsing curricula that do not effectively support literacy development.
Despite persistent concerns about its evaluation criteria, many state education agencies continue to rely on EdReports for curriculum selection, leading to the propagation of potentially ineffective instructional materials. In contrast, states like Louisiana and Tennessee, which have witnessed significant improvements in reading outcomes, have chosen to develop their own processes for evaluating curricula, steering clear of EdReports’ recommendations.
In January 2028, EdReports announced updates to its English language arts (ELA) evaluation criteria to align more closely with the science of reading. However, the belated nature of this adjustment raises doubts about the organization’s commitment to evidence-based practices. With years of past reviews based on outdated standards, the credibility of EdReports’ assessments remains questionable.
Amidst these challenges, an evidence-based alternative emerges in the form of Curriculum Navigation Reports by The Reading League, a national nonprofit dedicated to promoting research-aligned reading instruction. The reports, developed with expert-reviewed criteria, provide a reliable framework for evaluating curricula based on scientifically proven methods rather than outdated standards like the Common Core. By offering comprehensive guidelines and resources for curriculum decision-makers, The Reading League equips educators with the tools to enhance reading instruction effectively.
As California prepares to update its literacy policy and curriculum recommendations, the state stands at a pivotal moment to prioritize evidence-based practices in selecting instructional materials. By learning from the experiences of states that have adopted rigorous evaluation criteria, California can ensure that its students receive quality literacy education grounded in research-backed methodologies.
In advocating for a shift towards evidence-aligned reading instruction, the importance of vetting curriculum materials based on established scientific research cannot be overstated. The decisions made today will shape the future of our students’ literacy and learning outcomes, underscoring the necessity of prioritizing evidence-based practices in education.
Linda Diamond, the author of the Teaching Reading Sourcebook and executive director of the Evidence Advocacy Center, emphasizes the critical role of evidence-based resources in shaping educational policies. With the future of California’s students at stake, education leaders are urged to embrace evidence-aligned practices in curriculum selection to ensure the long-term success of learners.
