Sold a Story: Episode 11 – The Outlier Release Date: February 20, 2025

Summary by APM Reports' Emily Hanford

Introduction

In Episode 11 of Sold a Story, titled "The Outlier," Emily Hanford delves into the exceptional success of East Garfield Elementary School in Steubenville, Ohio. Amidst a backdrop of struggling literacy rates nationwide, Steubenville stands out as a beacon of effective reading instruction. This episode explores the strategies and community efforts that have propelled the city’s students to outperform their peers academically, despite socio-economic challenges.

Steubenville: An Unexpected Success Story

Emily Hanford begins by recounting her meeting with Karen Chenoweth, an education reporter deeply invested in reading instruction. Karen shares her admiration for a story she encountered in one of Hanford's books about Steubenville—a city grappling with economic decline yet home to an elementary school where “every third grader was passing the state reading test” ([02:14]).

Karen Chenoweth:
"You would have been amazed, Emily. I mean, every kid knew how to read. They had a kid they were so proud of who had been measured with a very low IQ. And he was reading. I mean, like, this was an amazing school."
[02:27]

Despite the overarching poverty and abandoned infrastructure, Steubenville's elementary school exhibits remarkably high literacy rates, positioning its students “more than two grade levels ahead of kids in other school districts with similar levels of poverty” ([03:38]).

A Day in Steubenville’s East Garfield Elementary

Emily’s visit to East Garfield Elementary reveals a community deeply committed to meeting students' basic needs, recognizing that “children need to be fed and clothed and cared for in order to learn” ([07:55]). The school provides essential items like hair ties and socks, ensuring that students are comfortable and ready to engage in learning activities.

Nancy Beatty, Teacher:
"Mom doesn't have time. So we make time."
[07:03]

This holistic approach extends to a robust support system where instructional coach Jennifer Blackburn oversees a clothes closet, distributing necessities to students daily.

Innovative Reading Instruction Methods

At the heart of Steubenville’s success is its unique approach to reading instruction, which emphasizes phonemic awareness and phonics over traditional methods. In kindergarten, educators prioritize teaching the sounds of letters rather than their names, a “sounds first approach” that minimizes confusion and enhances reading fluency.

Amy Crow, Kindergarten Teacher:
"Why are you teaching them? Don't they have to know what the letter's called?"
[12:59]
Karen Chenoweth:
"Don't they have to know what the letter's called?"

This methodology contrasts with the conventional Alphabet song, focusing instead on the practical application of sounds in reading. Emily notes that while there's debate among cognitive scientists regarding the best approach, Steubenville's method effectively “reduces clutter and minimizes confusion” ([13:23]).

Cooperative Learning and Direct Instruction

Steubenville integrates cooperative learning alongside direct instruction, fostering an environment where students actively teach and support one another. This dual approach ensures that while teachers provide explicit guidance on reading skills, students also engage in peer-assisted learning, reinforcing their understanding through collaboration.

Emily Hanford:
"Cooperative learning provides something really important, something kids need to become good readers. It provides a lot of time for practice."
[17:54]

This balance addresses a common criticism of the science of reading—that it can be overly instructional with insufficient practice time—by embedding ample reading practice within cooperative frameworks.

Tailored Reading Classes and Tutoring

Every teacher in Steubenville, regardless of their primary subject area, instructs a reading class. This widespread responsibility allows for small, focused reading groups, often comprising as few as six students, ensuring personalized attention.

Mr. Josh Meyer, Gym Teacher and Reading Instructor:
"When I tell some of my other colleagues that may be at other schools that this is what I do, you know, in the morning, they would say, you kidding me?"
[19:27]

During the reading block (9:00 AM - 10:30 AM), students are grouped by their reading proficiency rather than grade level. This system facilitates targeted instruction, allowing students to progress at their own pace without being held back or rushed.

Tutors, including community volunteers and high school students, provide additional support. These tutors undergo training to ensure consistency in instruction, fostering a seamless learning experience for the students.

Jen Blackburn, Instructional Coach:
"So what are you gonna do?"
[22:04]

Attendance and Student Engagement

Recognizing that consistent attendance is crucial for academic success, Steubenville implements proactive strategies to minimize absenteeism. Suzanne Allen, the dean of students, spearheads efforts to ensure students attend school regularly, employing measures such as attendance contests and rapid response protocols for absences.

Dr. Suzanne Allen:
"If a kid is absent, it's her job to find out why right away."
[24:19]

These initiatives have resulted in one of the lowest absenteeism rates in Ohio, further contributing to the district's academic achievements.

Sustained Success and Community Commitment

Steubenville’s educational model has been in place for 25 years, providing consistency and sustained success. Teachers express confidence and a strong sense of preparedness, rarely feeling unequipped to handle students' reading needs.

Emily Hanford:
"Steubenville is a place full of confident readers and confident teachers."
[27:11]

Remarkably, many educators are unfamiliar with prevalent literacy programs like Fountas & Pinnell or Lucy Calkins, as Steubenville’s system operates independently of these trends, focusing instead on what consistently works for their community.

Conclusion and Teaser for Next Episode

Steubenville’s comprehensive and community-driven approach to reading instruction exemplifies how dedication and tailored strategies can overcome socio-economic barriers to literacy. In the next episode, Emily Hanford promises to explore the origins of Steubenville's reading program and its entanglement with federal education initiatives, shedding light on the broader implications for American education.

Notable Quotes:

• Karen Chenoweth:
  "You would have been amazed, Emily. I mean, every kid knew how to read."
  [02:27]

• Amy Crow, Kindergarten Teacher:
  "Don't they have to know what the letter's called?"
  [12:59]

• Emily Hanford:
  "Cooperative learning provides something really important, something kids need to become good readers."
  [17:54]

• Dr. Suzanne Allen:
  "If a kid is absent, it's her job to find out why right away."
  [24:19]

Key Takeaways:

1. Early Intervention: Emphasis on preschool attendance (80% participation) lays a strong foundation for literacy.
2. Phonics-Focused Instruction: Teaching letter sounds before names enhances reading fluency and comprehension.
3. Collaborative Learning: Cooperative learning and peer teaching reinforce reading skills through practice and interaction.
4. Comprehensive Support: Addressing students' basic needs ensures that they are prepared and able to focus on learning.
5. Community Involvement: Engaging local volunteers and integrating reading instruction across all teaching staff fosters a supportive educational environment.
6. Consistent Attendance: Proactive measures to ensure regular attendance contribute significantly to academic success.

Steubenville serves as a compelling case study for educators and policymakers aiming to elevate literacy rates amidst challenging circumstances.