Republican/conservative education reform has been a subset of disaster capitalism for decades now, most prominently after Hurricane Katrina when Republicans used the natural disaster to dismantle public education and erase the existing teacher workforce in New Orleans.

In 2023, Republicans have continued to manufacture educational crises in order to reform education, where “reform” is a veneer for dismantling education.

The twin conservative attacks on schools include the anti-CRT/curriculum gag order movement and the “science of reading” (SOR) movement—both depending on false claims of educational failures by teachers and public schools.

What flies under the radar is that anti-CRT and reading legislation are being promoted by conservative organizations and ideologies in the form of “model legislation” and fact sheets that are devoid of facts.

In the context of the crisis/miracle narratives about education in the media, among the public, and by politicians, disaster reform has evolved into its own powerful and harmful machine.

Not surprising, a key example comes from Florida and Jeb Bush: ExcelinEd.

The disaster education reform organization is Orwellian in its claims but insidious in its carefully packaged information and templates for policy. The key point here is that the SOR movement as a media and parent advocacy event has now fully been folded into the existing Republican education reform machine that is more about dismantling education than supporting student learning or teacher quality.

In short, the materials about reading presented by ExcelinEd are false but very well designed and compelling to the general public and politician looking for ready-made legislation and effective talking points.

As the NCLB/NRP era showed us with Reading First, however, the entire Bush family is driven by market interests, not a pursuit of democratic education for all.

ExcelinEd offers online a series of PDF resources:

• Policy Summary: Early Literacy
• Comprehensive How-To Guide: Approaches to Implementing Early Literacy Policies
• Fundamental Principles: Early Literacy
• Model Policy: Early Literacy
• Model Policy: Eliminating Three-Cueing
• Fact Sheet: Three-Cueing

The short version of concern here is that nearly all of the information above is misinformation; however, as the SOR movement has shown, most people remain easily targeted by claims of a reading crisis and a set of simplistic blame and solutions.

As I have shown, there simply is no reading crisis in the US, but there is a very long history of political negligence in terms of providing marginalized students and their teachers with the learning and teaching environments as well as social conditions that would support earlier and more developed reading in our students.

Two aspects of the materials above deserve highlighting (again).

First, the Republican commitment to SOR is grounded in doubling-down on punitive policy, grade retention.

The two states identified over and over in the materials above are Florida and Mississippi; however, those states are examples of mirages, not miracles.

ExcelinEd only cites work by Winters [1] to “prove” the effectiveness of grade retention. This strategy is cherry picking “research” by a conservative “scholar” who (surprisingly) only finds positive results for the conservative reform of the day—school choice, charter schools, VAM evaluations of teachers, and now, grade retention.

The research on grade retention is complicated but politically attractive since grade retention (the likely sources of “success” in FL and MS) can raise reading scores in grades 3 or 4, but those “gains” disappear by middle school.

Grade retention distorts the population of students being tested by removing the lowest scoring students and reintroducing older students to grade-level testing. As I have noted before, students achievement can vary significantly by just a month of age difference:

A review of the Florida Model that depends on grade retention has concluded that research does not show whether any short term gains are from retention or additional services. Further, a comprehensive study still notes that grade retention is harmful, especially to marginalized populations of students:

The negative effect of retention was strongest for African American and Hispanic girls. Even though grade retention in the elementary grades does not harm students in terms of their academic achievement or educational motivation at the transition to high school, retention increases the odds that a student will drop out of school before obtaining a high school diploma.

Hughes, J. N., West, S. G., Kim, H., & Bauer, S. S. (2018). Effect of early grade retention on school completion: A prospective study. Journal of Educational Psychology, 110(7), 974–991. https://doi.org/10.1037/edu0000243

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A second problematic aspect is the hyper-focus on three-cueing, which fits into the Rufo “caricature” approach to attacking CRT.

Republicans have latched onto the SOR misinformation campaign that perpetuates a cartoon version of three-cueing and fabricates a crisis around claiming that teachers are telling students to guess words instead of using phonics/decoding strategies.

Three-cueing, in fact, is a research-based approach better referred to as “multiple cueing”:

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ExcelinEd’s prepackaged misinformation campaign and templates for legislation are yet more proof that the SOR movement is another nail in the coffin of public education, an anti-teacher and anti-public school movement that depends on crisis rhetoric and fulfills the goals of disaster reform driven by Republicans and conservatives who serve the needs of the educational marketplace—not students, or teachers.

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[1] UPDATE: Another Mississippi “miracle” article in the NYT highlights grade retention positively, again citing only a new study by Kirsten Slungaard Mumma and Marcus A. Winters.

First, this is a working paper supported by Mississippi Department of Education and the acknowledgements add: “This project was made possible by a grant from ExcelinEd.”

Here are some key additional caveats beyond how biased this report likely is in terms of meeting the ideological aims of ExcelinEd:

• The policy brief concedes: “That said, though the results are distinctly positive for the policy treatment overall, the analysis cannot entirely disentangle the extent to which the observed benefits in ELA are due to the additional year of instruction or to other specific features of the approach Mississippi took to providing literacy-focused supports and interventions to students.”
• In the full working paper, section “2.1 Within-Age vs Within-Grade Comparisons” details a common failure of analyzing grade retention: “Comparing the later outcomes of students retained at a point in time to students in their cohort who were promoted is complicated by the fact that the two groups are enrolled in different grade levels during later years.” The findings of this working paper must be tempered by this fact of the study: “Unfortunately, within-age comparisons of student test scores are not possible in Mississippi because scores on the state’s standardized tests are comparable within grades over time but not across grades.” In other words, as noted above, higher test scores may be the result of students simply being older in a tested grade level, and not because grade retention or any of the services/instructional practices were effective. Again, these “gains” are likely mirages.

Finally, we must wondering why Kristof chose to highlight a flawed and biased think-tank funded report on grade retention instead of this: Following the Letter of the Law: 2020-21 Retention Outcomes Under Michigan’s Read by Grade Three Law.

Westall, Utter, and Strunk find much more problematic outcomes with retention, findings that fit within decades of research:

Early literacy skills are critical to the educational outcomes of young students. Accordingly, 19 states have early literacy policies that require grade retention for underperforming readers at the end of third grade. However, there is mixed evidence about retention’s effectiveness and concerns that retention may disproportionately impact traditionally disadvantaged student groups. Using regressions and a regression discontinuity design, we examine retention outcomes under Michigan’s early literacy law, the Read by Grade Three Law. We find that Black and economically disadvantaged students are more frequently eligible for retention and retained than their peers. While controlling for students’ test performance, particularly their math scores, eliminates this disparity for Black students, it persists for economically disadvantaged students. We show that differences in average math performance, exemption characteristics, district characteristics, and eligibility-induced student mobility across districts do not explain the disparities in the implementation of retention by economic disadvantage status.

Abstract