The article features a parent’s account of her Black children’s struggles with reading instruction in school. It connects personal experiences to the broader ‘Sold a Story’ investigation on flawed literacy curricula. The piece questions available remedies and support for affected students.
Key Points
- Schools have used reading methods inconsistent with scientific evidence on literacy.
- Black children show disproportionate impacts from low reading proficiency rates.
- Parents seek changes in curriculum and additional support for their children.
Implications for Educational Freedom
Curriculum shortcomings in reading instruction underscore parental interest in selecting schools with evidence-based programs. School choice mechanisms can expand access to alternatives when district methods prove ineffective. Policy transparency on teaching approaches supports informed family decisions on education options.
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