About AB 2222

Assemblywoman Blanca Rubio (D-Baldwin Park) introduced AB 2222 on February 7, 2024. This bill–co-authored by 16 legislators and sponsored by Decoding Dyslexia CA, EdVoice, and Families In Schools–will create a clear, comprehensive and evidence-based approach to teaching elementary school students to read in California's public schools.

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The bill will require updates to state-adopted English language arts, English language development, and reading instructional materials.  In addition, the bill calls for professional development for elementary educators in evidence-based literacy instruction that adheres to the science of reading. The bill will also improve accountability in teacher preparation programs related to new literacy teaching standards and provide support for professional development for teacher preparation faculty. Adhering to the science of reading means following evidence from a large body of interdisciplinary research that guides effective classroom practices benefitting all students, including English learners. Evidence-based practices include systematic and explicit instruction focused on phonological and phonemic awareness, phonics, fluency, oral language development, vocabulary, comprehension, and writing.

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Approximately one-third of states have committed to implementing comprehensive literacy policies grounded in the science of reading with encouraging signs of success. These states have passed legislation that often includes updates to instructional materials, new training for current teachers, updated preparation requirements for teacher candidates, and mandates for universal screening and evidence-based interventions. Mississippi, one of the leaders in comprehensive science of reading-based literacy reform, went from being ranked 49th in the country in 2013 for fourth-grade reading to 21st in 2022, and has made steady progress in reading scores for Black and Latino students and students from low-income communities.

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While California has taken actions in recent years that are aligned with literacy policies grounded in the science of reading, including passing legislation to mandate early universal screening for reading difficulties and strengthening literacy teaching standards for teacher preparation programs, California’s efforts to date have been inadequate. Too many students in California are still not being taught with evidence-based instructional materials and not all teachers have been provided with the necessary evidence-based training to effectively teach reading.

It is critical that we address the deep inequities around reading instruction for California’s students who identify as low-income Black and Latino, English learners, and students with disabilities. To do so, we must ensure that California’s elementary educators are better supported in evidence-based literacy instruction and that schools are better prepared to deliver on the promise of providing a foundation of future opportunities for students.