Sold a Story: Episode 13 – "The List"

Release Date: March 6, 2025
Host: APM Reports (Emily Hanford)

In Episode 13 of Sold a Story, titled "The List," Emily Hanford delves into the intricate dynamics between educational policy, curriculum evaluation, and the implementation of reading programs in Ohio. This episode explores how a podcast sparked significant legislative action, the role of EdReports in shaping curriculum choices, and the contentious journey of the Success for All program within state-approved reading lists.

1. The Catalyst: Listener Impact and Ohio's Legislative Shift

The episode opens with Emily Hanford recounting the overwhelming response from listeners after the first season of Sold a Story. Notably, a letter from Matt Huffman, then-president of the Ohio State Senate, expressed his dedication to addressing the flawed reading instruction methods highlighted in the podcast.

[00:00] Emily Hanford: "I’ve gotten a lot of emails from listeners since Sold A Story first came out."

This surge in engagement led to significant political action. Co-reporter Christopher Peek shares how Ohio's education officials were galvanized by the podcast's revelations.

[00:34] Christopher Peek: "Ohio had a lot of people who listen to our podcast."

Following these developments, Governor of Ohio emphasized a renewed focus on literacy in his State of the State address, culminating in the introduction and swift passage of a bill mandating the Ohio Department of Education to approve reading programs aligned with the "science of reading."

[01:05] Emily Hanford: "We're going to make changes to how reading is taught in Ohio."

2. Ohio Department of Education's Challenge

Dr. Melissa Weber Mayer, an official with the Ohio Department of Education and Workforce, details the department's urgent task to compile an approved list of reading programs within a constrained timeframe.

[02:30] Dr. Melissa Weber Mayer: "We had a very short window to get things in place."

The new law not only required alignment with scientific research but also banned the use of cueing strategies—methods previously considered standard in many reading programs.

3. The Role and Evolution of EdReports

A significant portion of the episode examines EdReports, a nonprofit organization established to evaluate educational curricula. Initially designed to assess alignment with Common Core State Standards, EdReports used a red, yellow, and green rating system to guide schools in their curriculum choices.

[04:30] Christopher Peek: "They review not just reading curriculum, but math and science curriculum too."

However, as the "science of reading" gained prominence, a conflict emerged. EdReports' evaluations began favoring programs that incorporated cueing strategies, which contradict established scientific understanding of effective reading instruction.

[06:30] Christopher Peek: "Ed Reports has given high marks to some programs that include the cueing strategies, which... is the opposite of what science has taught us about how kids become good readers."

4. Common Core vs. Science of Reading

The episode highlights the foundational differences between the Common Core standards and the science of reading. While Common Core outlines what students should learn, the science of reading emphasizes how reading should be taught based on cognitive research.

[07:55] Christopher Peek: "The Common Core standards don't say anything about how to do that. They don't say anything about how to teach. They just say what to teach."

This distinction became a pivotal point of contention, as EdReports continued to prioritize alignment with Common Core over scientifically validated reading methodologies.

5. The Controversial Case of Success for All

Success for All (SFA), a comprehensive reading program, became a focal point due to its exclusion from the initial Ohio approved list. The program, backed by extensive research, was omitted because EdReports deemed its broader school reform approach beyond their review scope.

[10:07] Emily Hanford: "Why not? Because of what we learned in the previous episode. Success for All is not just a reading curriculum, it's a whole school reform program."

Nancy Madden, co-creator of SFA, expressed frustration over EdReports' reluctance to evaluate the program, emphasizing the need for evidence-based validation.

[10:43] Dr. Melissa Weber Mayer: "We need to judge what's the outcome. We need to look at what is the evidence of effectiveness."

6. Real-World Impacts: Steubenville and Beyond

The narrative shifts to Steubenville, Ohio, where the superintendent and teachers grappled with the potential removal of SFA. Despite initial confidence, the district ultimately faced challenges in maintaining the program without state approval.

[15:00] Emily Hanford: "This stability, the commitment to this place, is one of the reasons Success for All has worked here. Why? It's lasted for 25 years, but it doesn't work everywhere."

Olivia Cilcote's investigative efforts uncovered over 150 schools that had adopted and subsequently abandoned SFA, citing reasons such as administrative turnover, financial constraints, and incomplete program implementation.

[16:58] Dr. Melissa Weber Mayer: "What emerged during my phone calls was a portrait of how complicated and delicate implementing a new program can be."

7. EdReports' Response and Ongoing Influence

Facing criticism, EdReports introduced significant changes to its evaluation process, incorporating a Science of Reading summary and updating review tools to automatically fail programs utilizing cueing strategies.

[26:26] Emily Hanford: "They now include a Science of Reading summary with the reviews. And just a few months ago, they changed the review tool. Programs that teach the cueing strategies will now automatically fail."

However, EdReports decided not to retrospectively reassess previously reviewed programs, leaving many past evaluations unchanged.

[26:31] Christopher Peek: "They are not going to go back and do those reviews again."

8. Broader Implications and Future Considerations

The episode underscores the delicate balance between relying on third-party evaluations like EdReports and ensuring that reading programs are genuinely effective based on scientific evidence. Experts like William Coren caution against over-reliance on any single evaluative body, advocating for a more nuanced approach to selecting educational programs.

[27:40] Christopher Peek: "William Coren said, no, we can't. We can't...Hamstring ourselves by saying you can only, only do these things that reach, you know, this very high standard."

Additionally, the episode touches on the recent political landscape, noting the Trump administration's termination of federal education research funding, which could further complicate efforts to implement evidence-based reading instruction.

[31:02] Emily Hanford: "The Trump administration recently announced it is terminating hundreds of millions of dollars in federal contracts related to education research, including research on reading."

9. Conclusion: The Path Forward

Sold a Story concludes by reflecting on the complexities of improving reading education. It emphasizes that while research is crucial, effective implementation hinges on stable leadership, proper training, and community commitment. The episode serves as a cautionary tale about the pitfalls of relying too heavily on evolving standards and highlights the enduring need for evidence-based practices in education.

[31:12] Dr. Melissa Weber Mayer: "We have to remember that kids can learn. We can do better. There's a way to do it. You could be Steubenville."

Notable Quotes with Timestamps

• Emily Hanford [00:00]: "I’ve gotten a lot of emails from listeners since Sold A Story first came out."

• Christopher Peek [04:30]: "They review not just reading curriculum, but math and science curriculum too."

• Dr. Melissa Weber Mayer [02:30]: "We had a very short window to get things in place."

• Christopher Peek [07:55]: "The Common Core standards don't say anything about how to do that."

• Dr. Melissa Weber Mayer [10:43]: "We need to judge what's the outcome. We need to look at what is the evidence of effectiveness."

• Emily Hanford [15:00]: "This stability, the commitment to this place, is one of the reasons Success for All has worked here."

• Christopher Peek [26:31]: "They are not going to go back and do those reviews again."

• Dr. Melissa Weber Mayer [31:12]: "We have to remember that kids can learn. We can do better."

Key Takeaways

• Legislative Action: The podcast's influence led to Ohio enacting a law mandating science-based reading programs.

• EdReports' Dual Role: Initially aligned with Common Core, EdReports faced criticism for not adequately incorporating the science of reading, prompting updates to their evaluation criteria.

• Success for All's Struggle: Despite robust evidence supporting SFA, its exclusion from initial state lists highlighted the challenges of navigating curriculum approvals amidst shifting educational standards.

• Implementation Challenges: Schools adopting new programs grappled with factors like leadership turnover, financial constraints, and incomplete program execution, impacting the effectiveness of reading initiatives.

• Future Directions: The episode calls for a balanced approach to curriculum evaluation, emphasizing the importance of evidence-based practices, stable educational leadership, and comprehensive program implementation to genuinely enhance reading education outcomes.

*For more insights and ongoing coverage of this evolving story, visit soldastory.org and stay tuned for future episodes of Sold a Story.