The Science of Reading and the Literacy Crisis in Maryland: A Call to Transform Teacher Preparation
Editor’s Note: The Intersection has updated the op-ed’s reporting about the NAEP to reflect how it impacts America’s educational system.
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The 2024 National Assessment of Educational Progress (NAEP) results for Maryland present a complex picture of student reading proficiency across various grade levels, with significant gaps remaining for culturally and linguistically diverse students. Only 31 percent of Maryland’s fourth graders scored proficient or above in reading, compared to the national average of 33 percent. Among eighth graders, just 29 percent demonstrated proficiency, highlighting the continued struggle for many students to meet literacy benchmarks.
The disparities are even more pronounced for Black and Latino students. NAEP data shows that only 17 percent of Black fourth graders and 24 percent of Latino fourth graders achieved proficiency in reading, compared to 64 percent of their White peers. While there was a slight improvement for Hispanic students since 2022 (up from 13 percent), the overall trend underscores deep inequities in literacy outcomes. Among eighth graders, proficiency rates were 17 percent for Black students and 24 percent for Latino students, reflecting a continuing decline from past years. These figures indicate that, despite modest gains in younger grade levels, culturally and linguistically diverse students remain disproportionately impacted by systemic barriers to educational access and literacy instruction.
“We have an opportunity—and an obligation—to reshape teacher education and professional development to ensure that all teachers receive explicit training in the Science of Reading, regardless of subject area. Future educators must enter the profession confident and competent in literacy instruction.”
In Prince George’s County, these gaps are even more evident. The Maryland Comprehensive Assessment Program (MCAP), the state's standardized test measuring student achievement against Maryland College and Career Ready Standards, showed a 2.6 percentage-point decline in English Language Arts (ELA) proficiency between the 2021-2022 and 2022-2023 school years. ELA proficiency rates dropped from 33.4 percent to 30.8 percent, highlighting a continued struggle for students to meet literacy expectations. Despite these challenges, the Maryland Report Card indicated that 72.5 percent of PGCPS schools achieved ratings within the top three tiers, maintaining performance levels similar to the previous year. Encouragingly, 82 percent of high schools in the county showed gains in English/Language Arts proficiency. However, early-grade reading proficiency remains a pressing concern, particularly for students from historically marginalized backgrounds. Notably, Black or African American students make up 52.2 percent of the student population in Prince George's County Public Schools, while Latino students account for 39.3 percent.
In a significant policy shift, the Trump administration discontinued the NAEP Long-Term Trend Assessment for 17-year-olds, a test used to track math and reading skills for over 50 years. The NAEP had been the gold standard for measuring student achievement across states for decades. For students of color – along with culturally and linguistically diverse students – the elimination of certain aspects of NAEP could further obscure disparities in literacy outcomes, making it harder to identify achievement gaps and direct resources where they are most needed.
“The Science of Reading is grounded in decades of cognitive science research and emphasizes five essential components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Unlike older models of reading instruction that relied on guesswork or implicit strategies, the Science of Reading provides explicit, systematic methods that ensure all students—regardless of background—develop strong foundational reading skills.”
An executive order signed by President Trump on March 20, 2025, directed the dismantling of the Department of Education to turn control of education over to individual states and communities. It is unclear how this order will affect standardized tests. Furthermore, without comprehensive, nationally benchmarked assessments, states will struggle to hold themselves accountable for addressing inequities in literacy instruction and student support. This decision undermines efforts to ensure educational equity, particularly for students who come from communities that have been marginalized. Additionally, it raises concerns about how policymakers will measure and address the urgent challenges in literacy education moving forward.
To close these achievement gaps, Maryland has embraced the Science of Reading, a body of research that explains how children learn to read and the instructional practices that best support literacy development. Dr. Carey Wright, Maryland’s new state superintendent, has made literacy reform a top priority. Dr. Wright brings a proven track record of transforming state education systems, most notably in Mississippi, where she successfully overhauled literacy instruction. She dramatically improved student reading outcomes by leading Mississippi to embrace the Science of Reading, which invested heavily in teacher training and implemented statewide early literacy interventions. As a result, Mississippi went from ranking near the bottom in national reading scores to outpacing the national average in literacy growth, proving that systemic change is possible with the right approach.
The Science of Reading is grounded in decades of cognitive science research and emphasizes five essential components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Unlike older models of reading instruction that relied on guesswork or implicit strategies, the Science of Reading provides explicit, systematic methods that ensure all students—regardless of background—develop strong foundational reading skills. The Science of Reading and research-based multilingual education are not mutually exclusive. They must co-exist. Effective reading instruction should be both evidence-based and adaptable, ensuring that students from all backgrounds receive the support they need to become strong, confident readers.
However, in order for this strategy to have an impact, its implementation must be strategic. The Science of Reading demands that we start with teacher preparation, sustained instructional coaching, and professional support. Instructional leaders and school administrators must prioritize structured literacy training and provide educators with the resources and mentorship necessary to translate research into effective teaching practices across all grade levels and subject areas.
Secondly, literacy instruction cannot be confined to the early grades. Every teacher –whether in elementary, middle, or high school – must see themselves as literacy instructors. Reading proficiency is not just the responsibility of elementary teachers. Teacher preparation programs must integrate the Science of Reading as a non-negotiable foundation. Without this, new teachers will continue to enter classrooms unprepared to teach reading effectively.
As a former classroom teacher, higher education leader, and advocate, I have seen the power of effective literacy instruction when successfully implemented. But, I have also seen the consequences when educators are left unprepared. We have an opportunity—and an obligation—to reshape teacher education and professional development to ensure that all teachers receive explicit training in the Science of Reading, regardless of subject area. Future educators must enter the profession confident and competent in literacy instruction.
Despite the federal government’s approach to public education, the literacy crisis in Maryland demands urgent attention. If we are serious about closing the state’s achievement gap and ensuring educational equity, we must embrace a holistic approach that integrates both the Science of Reading and culturally responsive practices. With this approach, Maryland can reverse its downward trajectory and build a future where every student reads at grade level and beyond.
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