Yes on AB 2222
Reading is the gateway to knowledge and future opportunity for students. Unfortunately, California is facing a literacy crisis in part due to ineffective early literacy instruction. Our children need a strong reading foundation that fosters academic and social-emotional development while preventing disparities in achievement and opportunity for the state's most vulnerable students. Too many kids in California are still not being taught with evidence-based instructional materials and not all educators have been supported with the necessary evidence-based training to effectively teach reading.
To combat this, Assemblywoman Blanca Rubio (D-Baldwin Park) has introduced AB 2222. The bill–co-authored by 16 bipartisan legislators and sponsored by Decoding Dyslexia CA, EdVoice, and Families In Schools–will ensure a comprehensive, evidence-based approach to teaching elementary school students how to read in California's public schools.
Direct the State Board of Education to create an updated, state-approved list of English language arts, English language development, and reading instructional materials that adhere to the science of reading.
Require all elementary school teachers, reading and literacy coaches/specialists, and principals to complete training in a science of reading-based professional development course chosen from a state-approved list.
Provide additional support to the Commission on Teacher Credentialing to build in-house literacy expertise, revamp and strengthen the accreditation review process for literacy teaching standards, and promote and support the training of teacher preparation faculty to build capacity around the science of reading.
AB 2222 Fundamentals
Current State of Early Literacy in California's Public Schools
Nearly 178,000 3rd-grade students (70%) from low-income communities are not meeting state standards for English Language Arts, and the vast majority of those falling behind are disproportionately low-income Black and Latino children, English learners, and students with disabilities. By 3rd grade, students move from learning to read to reading to learn, and those who are not on grade level at this point rarely catch up in their academic journey.
This is a major contributing factor to the 28% adult illiteracy rate in our state, one of the highest in the nation. Research shows that adults with limited literacy are more likely to be unemployed or earn an income that falls below the poverty level. According to the World Literacy Foundation, illiteracy can also lead to poor health conditions, disenfranchisement, and even crime. Among youth involved in the juvenile justice system, up to 85% are functionally illiterate.
Get Involved
If you believe that California has a moral obligation to provide all of our children with the opportunity to reach their full potential, please consider the following actions to support AB 2222.
