    [House Hearing, 119 Congress]
    [From the U.S. Government Publishing Office]

                     FOUNDATIONS FIRST: RECLAIMING READING
                      AND MATH THROUGH PROVEN INSTRUCTION
    =======================================================================

                                    HEARING

                                   BEFORE THE

                        SUBCOMMITTEE ON EARLY CHILDHOOD,
                       ELEMENTARY, AND SECONDARY EDUCATION

                                    OF THE

                      COMMITTEE ON EDUCATION AND WORKFORCE
                         U.S. HOUSE OF REPRESENTATIVES

                        ONE HUNDRED NINETEENTH CONGRESS

                                 FIRST SESSION

                                   __________

               HEARING HELD IN WASHINGTON, DC, SEPTEMBER 3, 2025

                                   __________

                               Serial No. 119-25

                                   __________

        Printed for the use of the Committee on Education and Workforce

    [GRAPHIC NOT AVAILABLE IN TIFF FORMAT]

            Available via: edworkforce.house.gov or www.govinfo.gov

                                  __________

                     U.S. GOVERNMENT PUBLISHING OFFICE
    63-569 PDF              WASHINGTON : 2026
    =======================================================================

                      COMMITTEE ON EDUCATION AND WORKFORCE

                        TIM WALBERG, Michigan, Chairman

    JOE WILSON, South Carolina           ROBERT C. ``BOBBY'' SCOTT,
    VIRGINIA FOXX, North Carolina            Virginia,
    GLENN THOMPSON, Pennsylvania           Ranking Member
    GLENN GROTHMAN, Wisconsin            JOE COURTNEY, Connecticut
    ELISE M. STEFANIK, New York          FREDERICA S. WILSON, Florida
    RICK W. ALLEN, Georgia               SUZANNE BONAMICI, Oregon
    JAMES COMER, Kentucky                MARK TAKANO, California
    BURGESS OWENS, Utah                  ALMA S. ADAMS, North Carolina
    LISA C. McCLAIN, Michigan            MARK DeSAULNIER, California
    MARY E. MILLER, Illinois             DONALD NORCROSS, New Jersey
    JULIA LETLOW, Louisiana              LUCY McBATH, Georgia
    KEVIN KILEY, California              JAHANA HAYES, Connecticut
    MICHAEL A. RULLI, Ohio               ILHAN OMAR, Minnesota
    JAMES C. MOYLAN, Guam                HALEY M. STEVENS, Michigan
    ROBERT F. ONDER, Jr., Missouri       GREG CASAR, Texas
    RYAN MACKENZIE, Pennsylvania         SUMMER L. LEE, Pennsylvania
    MICHAEL BAUMGARTNER, Washington      JOHN W. MANNION, New York
    MARK HARRIS, North Carolina          YASSAMIN ANSARI, Arizona
    MARK B. MESSMER, Indiana
    RANDY FINE, Florida

                         R.J. Laukitis, Staff Director
                  Veronique Pluviose, Minority Staff Director
                                     ------

      SUBCOMMITTEE ON EARLY CHILDHOOD, ELEMENTARY, AND SECONDARY EDUCATION

                       KEVIN KILEY, California, Chairman

    MARY E. MILLER, Illinois             SUZANNE BONAMICI, Oregon,
    GLENN THOMPSON, Pennsylvania           Ranking Member
    BURGESS OWENS, Utah                  JAHANA HAYES, Connecticut
    MICHAEL A. RULLI, Ohio               SUMMER L. LEE, Pennsylvania
    JAMES C. MOYLAN, Guam                JOHN W. MANNION, New York
    RYAN MACKENZIE, Pennsylvania         FREDERICA S. WILSON, Florida
    MARK HARRIS, North Carolina          ALMA S. ADAMS, North Carolina
    MARK B. MESSMER, Indiana             YASSAMIN ANSARI, Arizona

                            C  O  N  T  E  N  T  S

                                  ----------
                                                                       Page

    Hearing held on September 3, 2025................................     1

                               OPENING STATEMENTS

        Kiley, Hon. Kevin, Chairman, Subcommittee on Early Childhood,
          Elementary, and Secondary Education........................     1
            Prepared statement of....................................     4
        Bonamici, Hon. Suzanne, Ranking Member, Subcommittee on Early
          Childhood, Elementary, and Secondary Education.............     6
            Prepared statement of....................................     9

                                   WITNESSES

        Brumley, Dr. Cade, State Superintendent of Education, State
          of Louisiana...............................................    12
            Prepared statement of....................................    14
        Roughton, Chandra, Founder and CEO, Luminous Minds...........    16
            Prepared statement of....................................    18
        Wingfield, Dr. Jhanae, Assistant Professor of Early Childhood
          and Literacy Education, Department of Urban Education at
          Rutgers University-Newark..................................    22
            Prepared statement of....................................    24
        Harrison, Dr. Brent, Superintendent, Saraland City Schools...    35
            Prepared statement of....................................    37

                             ADDITIONAL SUBMISSIONS

        Ranking Member Bonamici:
            Article dated February 14, 2025, from The Times-Picayune/
              The New Orleans Advocate Online, titled ``Despite lofty
              promises, Louisiana's private-school vouchers fall
              short''................................................    62
            Report dated September 11, 2025, from the Education
              Policy Analysis Archives (EPAA), titled ``Taxpayer-
              Funded Private School Vouchers and Market Failure: A
              Policy Scan and Review From 1869 to 2024''.............    68
            Article dated July 3, 2025, from kpel965.com, titled
              ``Acadiana Schools Brace for Deep Cuts as Congress
              Slashes Education Funding''............................    98
        Lee, Hon. Summer L., a Representative in Congress from the
          State of Pennsylvania:
            Report dated 2022, from South Carolina Law Review, titled
              ``School District Secession in Mobile County, Alabama:
              A Case Study of Adaptive Discrimination and Threats to
              Multiracial Democracy''................................   113

                     FOUNDATIONS FIRST: RECLAIMING READING
                      AND MATH THROUGH PROVEN INSTRUCTION

                                  ----------

                          Wednesday, September 3, 2025

                      House of Representatives,
      Subcommittee on Early Childhood, Elementary, and
                                    Secondary Education
                          Committee on Education and Workforce,
                                                        Washington, DC.
        The Subcommittee met, pursuant to notice, at 10:15 a.m., in
    Room 2175, Rayburn House Office Building, Hon. Kevin Kiley
    (Chairman of the Subcommittee) presiding.
        Present: Representatives Kiley, Miller, Owens, Moylan,
    Harris, Messmer, Walberg, Bonamici, Hayes, Lee, Mannion, Adams,
    and Scott.
        Also present: Representative Stefanik.
        Staff present: Vlad Cerga, Director of Information
    Technology; Maren Emmerson, Staff Assistant; Cabell Fleet,
    Intern; Amy Raaf Jones, Director of Education and Human
    Services Policy; Libby Kearns, Press Assistant; Isaiah Knox,
    Legislative Assistant; Kyle Kuhlers, AEI Fellow; Campbell Ladd,
    Clerk; R.J. Laukitis, Staff Director; Danny Marca, Director of
    Information Technology; R.J. Martin, Professional Staff Member;
    Audra McGeorge, Communications Director; Eli Mitchell,
    Legislative Assistant; Ethan Pann, Deputy Press Secretary and
    Digital Director; Ian Prince, Professional Staff Member; Sara
    Robertson, Press Secretary; Dominico Sassano, Intern; Brad
    Thomas, Deputy Director of Education and Human Services Policy;
    Ann Vogel, Director of Operations; James Whittaker, General
    Counsel; Damian Arambula, Minority Intern; Ellie Berenson,
    Minority Press Assistant; Ilana Brunner, Minority General
    Counsel; Nikhita Chinmay, Minority Intern; David Dailey,
    Minority Chief of Staff; Zenaida De La Cruz, Minority CHCI
    Fellow; Rashage Green, Minority Director of Education Policy &
    Counsel; Christian Haines, Minority General Counsel; Sarah
    Holehouse, Minority Intern; Maxine Jones, Minority Intern;
    Alexandra Pernie, Minority Intern; Samantha Wilkerson, Minority
    Professional Staff; Stephanie Lalle, Minority Communications
    Director; Raiyana Malone, Minority Press Secretary; Kwesi
    Matthews, Minority Einstein Fellow; Eleazar Padilla, Minority
    Staff Assistant; Veronique Pluviose, Minority Staff Director.
        Chairman Kiley. Good morning. The Subcommittee on Early
    Childhood Elementary and Secondary Education will come to
    order. I note that a quorum is present. Without objection, the
    Chair is authorized to call a recess at any time. The reading
    wars are over. For years, for decades, countless young people
    in this country received literacy instruction that was not
    science based and did not promote the mastery needed for
    success in school and in life.
        Now, in almost every State in America, science backed
    literacy instruction has prevailed. Still, progress has been
    uneven. There is unfortunately still much work to do to see
    that best practices are followed in states and districts across
    the country. More recently, we are seeing the same types of
    mistakes repeated when it comes to math.
        The latest nation's report card reflects this limited
    progress, showing that both fourth grade and eighth grade
    reading scores dropped 5 percent compared to 2019. Math scores
    dropped 3 points for fourth graders and 8 points for eighth
    graders. These low scores are part of a longer-term trend of
    poor performance in the U.S., essentially all scores on the
    NAEP long term trend assessment have nearly flatlined since
    1971.
        International comparisons paint the same troubling picture.
    A recent international assessment showed that American 15 year
    old students are below average in math among nations across the
    world. Now, there are many reasons for this decline, but one
    major reason, which is our focus today, is how many schools
    moved away from grounding their instruction in the science of
    learning.
        For generations, students in elementary school were taught
    to read by identifying letters and the sounds they represent.
    Then, starting in the 1970's, a new idea called whole language
    arose, leaving behind the explicate direction of phonics as old
    fashioned. This new method, which came to be known as three
    cueing, or balanced literacy, encourages students to read by
    guessing an unknown word based on its context and structure
    within a sentence or even adjacent pictures in the book.
        This approach was at odds with the science of reading,
    which aims to ensure students develop strong foundational
    skills. The science of reading emphasizes five core skills that
    every child must master: chronological awareness, phonics,
    fluency, vocabulary, and comprehension.
        More than 40 states have now passed legislation for
    evidence-based reading programs in their schools. These
    programs emphasize the importance of phonics, and building a
    deep vocabulary, rather than guessing words based on context.
    There is a similar science behind learning math skills, where
    foundational skills like the four basic functions of
    arithmetic, addition, subtraction, multiplication, division,
    are taught so that students can perform those functions
    automatically, and students are given step-by-step direct
    instruction in problem solving.
        In too many places, this approach has been overtaken by
    teaching philosophies that reject direct instruction for
    teachers, devalue content knowledge, and insist on student led
    exploration. Here is the good news, which provides great hope
    for the future of education, states that truly emphasize the
    science of learning in reading and math have gotten outstanding
    results.
        In Mississippi, Louisiana, and Alabama, for example, a
    renewed focus on phonics and arithmetic mastery and holding
    schools accountable has resulted in rapidly rising test scores,
    even through the Pandemic. Similarly, Luminous Minds, a
    California based education platform, has proven that literacy
    gains can be achieved in even the most challenging districts,
    through rigorous science based-literacy instruction.
        Today we will hear from witnesses who have proven that
    principled leadership and science math instruction transform
    student outcomes. It is time we reclaim America's academic
    foundations. This means getting back to basics when it comes to
    reading and math. Our nation's freedom, prosperity, and
    national strength depend on it.
        I am looking forward to today's hearing, and with that I
    will turn to the Ranking Member for an opening statement.
        [The statement of Chairman Kiley follows:]
        [GRAPHICS NOT AVAILABLE IN TIFF FORMAT]

        Ms. Bonamici. Thank you very much, Mr. Chairman, and thank
    you to the witnesses for being here today. Welcome back, I
    expect that we have all spent the previous month visiting,
    learning, and connecting with our constituents, and although we
    may disagree on some things, we surely can and should agree
    that our Nation's children deserve an education that allows
    them to reach their full potential and that is safe.
        The inspiring educators and school administrators and
    bright young people I meet with in schools in Northwest Oregon
    always remind me of this. That being said, unfortunately, as we
    are having this hearing today people in Minneapolis are still
    reeling from another school shooting. This time at Annunciation
    Catholic School.
        The start of the school year should begin with joyous
    activities, not burying classmates or recovering from bullet
    wounds. As Minneapolis Mayor Jacob Frey said, in the aftermath,
    ``We can't just say this is about thoughts and prayers right
    now, these kids were literally praying when the shooter
    attacked. Congress needs to act to prevent gun violence, and
    after every senseless shooting, I'm increasingly more
    frustrated that we don't.''
        This is relevant because we want kids to be able to be
    focusing on learning, not worried about their safety. Now, to
    the issue at hand, improving math and reading instruction for
    students. I am looking forward to this hearing, and I have some
    optimism that we can find some bipartisan agreement as we did
    with our hearings on screen time and childcare, but I need to
    start with a few reminders.
        First, the Trump administration is trying to eliminate the
    Department of Education. They are proposing a 67 percent cut to
    IES, the Institute of Education Sciences, where important
    educational research is done. Delayed funding, along with
    massive cuts of Department of Education staff who administer
    important programs like Title I and IDEA, have already caused
    some chaos in public school districts across the country.
        Finally, as we frequently discuss, curriculum decisions are
    made locally, not by Congress. That being said, I trust we can
    all agree that literacy and reading, and math are important for
    success in school and the future. We could also agree that the
    latest NAEP scores, as the Chairman said, show room for
    improvement. No doubt about it.
        As we have this discussion, I do urge us to keep in mind
    that this year's NAEP results now have more specific
    information about the socioeconomic status of students. Those
    results show, for example, that 77 percent of fourth graders
    from the highest socioeconomic status scored above the national
    average, while only 34 percent of students from the lower
    socioeconomic status performed above average.
        I just hope we can keep these disparities in mind as we
    continue our hearing today and beyond. You know, this Committee
    works on things like school nutrition, if kids are hungry, they
    cannot learn. Also, looking back on the screen time hearing, a
    growing number of schools and districts and even states are
    banning cell phones during the day. It will be interesting to
    see how those students do in math and reading once those bans
    have been in place for a while.
        Here is the bottom line. Without the long-term and
    sustained Federal investment, students in schools will still
    lack the tools, the resources, and importantly the research
    they need to best teach all students to learn, including math
    and reading. The overwhelming majority of students in the
    United States, about 90 percent, attend public schools.
        Public education is the foundation on which we build our
    future. Public schools serve the needs of every child,
    regardless of background or income. That is why we must invest
    in public education, and I submit, oppose voucher scams that
    are funneling taxpayer dollars to private institutions.
        That said, I and most democrats support a wide range of
    options within the public school system, including magnet
    schools where I have seen students thrive when they have these
    options. For example, we have some of the top magnet programs
    in the State, in the district I represent, including Portland,
    Oregon's Benson Polytechnic High School, a CTE magnet school
    that offers programs in automotive, building instruction,
    electrical engineering, health occupations, media production
    and more.
        Those are engaged students, who are learning. The Beaverton
    District has many choices: an international magnet, an arts and
    communication magnet, and an Academy of Science and
    Engineering. Again, programs that engage students, keep them in
    school, increase attendance, and make them more likely to
    succeed.
        These valuable opportunities are offered to all students
    and most importantly, they are offered at free public schools
    that are required to comply with the Individual's with
    Disabilities Education Act.
        Unfortunately, my colleagues have passed in the present and
    signed into law the Big, Ugly Bill, which will create the first
    nationwide school voucher program, effectively diverting
    taxpayer funding and resources from public schools that enables
    donors of school voucher programs to receive a 100 percent tax
    credit for contributions, elevating those donations to voucher
    programs above all other donations, including donations made to
    food pantries or hospitals, or places of worship, and every
    other kind of charity.
        Additionally, the new law will allow individuals earning up
    to and including 300 percent of the area median gross income to
    qualify to use vouchers to send their children to private
    schools, including religious schools. An analysis by the
    Institute on Taxation and Economic Policy found that this new
    private school voucher program could cost 56 billion dollars
    per year, more than all current Federal K-12 spending combined.
        As I have said before, there is room for improvement and
    families want to have options, but the newly established
    National School Voucher Program is counterproductive and will
    make things worse for the majority at 90 percent of students
    who attend public schools, which is especially concerning in
    rural areas like in parts of the State that I represent. There
    are no other options.
        They are already short on funding. There is no other school
    that a student could use a voucher for. Instead of spending
    time and resources on voucher schemes that do not work, and I
    will be introducing a very recent study proving that, Congress
    should focus on holding the Education Department accountable
    for carrying out its mission to promote a high-quality
    education, free from discrimination for all students.
        I look forward to the conversation, and I yield back the
    balance of my time.
        [The statement of Ranking Member Bonamici follows:]
        [GRAPHICS NOT AVAILABLE IN TIFF FORMAT]

        Chairman Kiley. Pursuant to Committee Rule 8(c), all
    members who wish to insert written statements into the record
    may do so by submitting them to the Committee Clerk in
    Microsoft Word format by 5 p.m., 14 days after this hearing.
    Without objection, the hearing record will remain open for 14
    days to all such statements, and other extraneous material
    noted during the hearing, to be submitted-for the official
    hearing record.
        I will now introduce our witnesses. Our first witness is
    Dr. Cade Brumley, the State Superintendent of Education for the
    State of Louisiana, from Baton Rouge, Louisiana. Our second
    witness is Chandra Roughton, the Founder of Luminous Minds from
    Luminous, California.
        Our third witness is Dr. Jhanae Wingfield, an Assistant
    Professor of Early Childhood and Literacy Education for the
    Department of Urban Education at Rutger's University, Newark,
    in Newark, New Jersey. Our fourth witness is Dr. Brent
    Harrison, the Superintendent of Saraland City Schools in
    Saraland, Alabama.
        We thank the witnesses for being here today, and we look
    forward to your testimony. Pursuant to Committee Rules, I would
    ask that you each limit your oral presentation to a 3-minute
    summary of your written statement, as Committee members have
    many questions for you. The clock will count down from 3
    minutes. However, pursuant to Committee Rule 8(d), and
    Committee practice, we will not cutoff your testimony until you
    reach the 5-minute mark.
        I would also like to remind the witnesses to be aware of
    your responsibility to provide accurate information to the
    Subcommittee. With that, I will first recognize Dr. Brumley for
    your testimony.

        STATEMENT OF DR. CADE BRUMLEY, STATE SUPERINTENDENT OF
         EDUCATION, STATE OF LOUISIANA, BATON ROUGE, LOUISIANA

        Mr. Brumley. Distinguished members of the Committee, thank
    you for having me here with you today. My name is Cade Brumley,
    and I am honored to be the State Superintendent of Education in
    the great State of Louisiana. It remains my honor to be able to
    share the story of Louisiana's historic progress across our
    State, and across the county, which is a testament to the fine
    teachers doing work across our State every single day.
        On 2019's nation's report card, the State of Louisiana
    ranked 50th in the country. 50th for fourth-grade reading and
    fourth-grade math. Since then, Louisiana has led the entire
    country on two consecutive cycles of NAEP, and now Louisiana's
    fourth graders rank 16th in the country on literacy. Yes, from
    50th to 16th.
        Similarly, Louisiana has improved 12 places in fourth-grade
    math and is ranked in the top five for math growth overall in
    2024. These gains at the fourth-grade level are remarkable, but
    they are only part of a much larger story unfolding in the
    State of Louisiana.
        As a State, Louisiana has improved our overall ranking. In
    2024, it has improved our overall ranking from 2019 when we
    were 50th in the country on the Nation's report card, to being
    32d today on the Nation's report card.
        Likewise, U.S. News and World Report has our Pre-K12
    ranking moving from 50th in 2019 to 37 today. These historic
    improvements did not occur by accident or by chance. They
    happened because of an intentional focus and strategy. Over the
    past 5 years, we have ushered in historic and comprehensive
    education reforms in our State that have focused on getting
    back to the basics, valuing teachers as professionals,
    expanding educational freedom, and enriching parental rights.
        In terms of back to the basics, for too long, Louisiana's
    schools have used their personnel, resources, time to
    prioritize in endeavors not aligned with their original intent.
        The intent to ensure academic excellence. Instead of
    chasing shiny themes, Louisiana schools now provide a laser
    focus on teaching fundamental academic content and skills on
    the pursuit of academic excellence.
        Specifically, we have implemented the science of reading
    statewide. Likewise, in math, we have returned to a tried-and-
    true practice of building foundational numeracy skills. These
    reforms require teachers in the classrooms, so we must value
    them. After the parent, there is nothing more important for
    every child than having a high-quality teacher.
        Teachers deserve effective school leaders, meaningful
    professional learning, reduced distractions, elevated voice,
    and compensation that makes sense in the 21st Century. We must
    appreciate all of these things to the profession. In Louisiana,
    we actually listen to teachers.
        Through our Let Teachers Teach Initiative, we have done
    amazing work of removing barriers and distractions and removing
    bureaucracy that has pulled teachers away from instruction and
    has restored discipline to the classroom.
        We have also expanded opportunities for families. In
    Louisiana, educational freedom opportunities have become more
    abundant for our families. We have expanded choice options and
    removed barriers to accessing environments that make the most
    sense for each individual student.
        Educational freedom is inseparable from parental rights
    because parents are the child's first and foremost teachers.
    Children belong to their parents, not the government. Anything
    to solidify and accelerate the fundamental right of the parent
    must be a priority for each of us.
        Parents send their children to school expecting strong
    instruction in reading, in math, in science, and in history,
    not indoctrination on divisive issues. In closing I would like
    to thank President Trump and Secretary McMahon for their
    leadership and empowering the states to chart their own
    educational path, and I am proud of the work that we have
    accomplished in the State of Louisiana.
        Moving from 50th in the country in 2019 on the Nation's
    report card to 32d here today. I am hopeful about where we are
    going. We are pleased, but we are not satisfied. There is more
    work to do, and we must keep getting better. I look forward to
    discussing our progress with each of you, our challenges, and
    the lessons that we have learned along the way, which may be
    valuable to others.
        Thank you again for this opportunity to speak today.
        [The prepared statement of Mr. Brumley follows:]
        [GRAPHICS NOT AVAILABLE IN TIFF FORMAT]

        Chairman Kiley. Thank you very much. I will next recognize
    Ms. Roughton for your testimony.

      STATEMENT OF MS. CHANDRA ROUGHTON, FOUNDER, LUMINOUS MINDS,
                           LOOMIS, CALIFORNIA

        Ms. Roughton. Good morning Mr. Chairman, Ranking Member,
    distinguished Members of Congress. I would just like to thank
    you for the opportunity to be here this morning and speak to
    you about truly one of the most critical and urgent issues
    facing our educational system.
        How we teach young children how to read. My name is Chandra
    Roughton, and I'm the CEO and Founder for Luminous Minds, an
    educational platform that provides science of reading aligned
    resources, stellar professional development for teachers, and
    works on family engagement initiatives, supporting districts,
    schools and intervention programs across our country.
        Before founding Luminous Minds, I had the privilege of
    serving in public education for over two decades, as a
    classroom teacher, an instruction coach, a principal, a
    curriculum expert, most of this time being in Title I schools
    working with our at risk students.
        My passion has always been literacy, and today I am here,
    not just as an educator, but as an advocate for children all
    over our Nation that are depending on us to get this right. Let
    me begin with the reality that is both heartbreaking, yet also
    motivating. As shared by our Chairman, according to the most
    recent NAEP data, only 33 percent of fourth graders in the
    United States are reading at or above proficiency.
        That means 67 percent, two out of every three children are
    not. Unfortunately, this is not a new reality. Since 1992, our
    national reading scores have hovered between 29 and 37 percent.
    Despite decades of reform, the needle has not moved. In plain
    terms, more children in this country can't read than can.
        Here is what's even more troubling. We know what works, and
    we have not consistently implemented it. The science of reading
    is not a trend, and it is not a theory. It is a body of decades
    long research from fields like neuroscience, cognitive
    psychology, linguistics, and it tells us how the brain learns
    to read and exactly what's required to teach it effectively in
    our schools.
        Reading is not a natural process. Unlike speaking, which
    children acquire effortlessly, just through basic exposure and
    interaction, learning how to read is a very complex, cognitive
    task. It literally requires rewiring of the brain where we have
    to connect visual, auditory, and linguistic pathways, so that
    we can make meaning from print.
        Only 5 to 10 percent of children learn how to read
    naturally without any instruction. For the rest, that's 90 to
    95 percent, success depends on direct explicit teaching through
    structured literacy as promoted in the science of reading. The
    encouraging news is that all children can learn to read when
    given evidence-based instruction, trained educators, and the
    right support.
        The science of reading outlines five essential pillars to
    make reading instruction effective. These are focusing on
    phonological awareness, phonics, building fluency, developing
    high level academic vocabulary, and comprehension. Too often,
    classrooms are still relying on outdated, ineffective practices
    like balanced literacy and the three cuing-method, which
    prompts students to guess at words, instead of learning the
    skills to properly decode them.
        Science is very clear. Guessing is not reading. In
    contrast, structured literacy promoted by the science of
    reading, equips children with systemic phonics decoding
    process, access to high quality materials like decidable texts,
    building confidence and joy. Encouragingly, more and more
    states are banning the three cuing method and requiring science
    aligned instruction.
        This is absolutely a step in the right direction, but it's
    not enough to change the standards. State and local governments
    must also support educators through high quality, proper
    training, through coaching, and access to research-based
    materials. Teachers deserve the knowledge and tools to do what
    works. Families and parents deserve to understand how they can
    help their children learn how to read at home.
        Most importantly, our children deserve instruction that
    gives them the best chance to succeed at life. We do not need
    to keep guessing. We know what works, we simply need the will,
    the coordination, and the commitment to act on it. Thank you
    again for the opportunity to speak with you today. I look
    forward to your questions and in working together on real
    solutions for our Nation's most precious asset, our children.
        [The prepared statement of Ms. Roughton follows:]
        [GRAPHICS NOT AVAILABLE IN TIFF FORMAT]

        Chairman Kiley. Thank you very much. I will next recognize
    Dr. Wingfield for your testimony.

    STATEMENT OF DR. JHANAE WINGFIELD, ASSISTANT PROFESSOR OF EARLY
    CHILDHOOD AND LITERACY EDUCATION, DEPARTMENT OF URBAN EDUCATION
           AT RUTGERS UNIVERSITY NEWARK, NEWARK, NEW JERSEY.

        Ms. Wingfield. Good morning and thank you, Chairman,
    Ranking Member and members of the Subcommittee. Thank you for
    the opportunity to testify on proven instruction for reading
    and math. This critical issue matter deeply to me and millions
    of families, students, educators and policymakers.
        My name is Jhanae Wingfield, and I serve as an Assistant
    Professor of Early Childhood and Literacy Education at Rutgers
    University, Newark. I come before you today in both a personal
    and professional capacity. My journey in education has been
    multifaceted. I have served as a classroom teacher, a literacy
    coach, an administrator, a professor preparing future
    educators, and a researcher working across many school types
    and student populations.
        Personally, I am also a proud product of public schools,
    having attended both State and public institutions throughout
    my academic career. These experiences, both lived and
    professional, have given me deep understanding of the
    challenges and possibilities in literacy and math instruction.
        It is from this vantage point that I make the case for
    proven instructional practices, the urgent need to invest in
    efforts that strengthen teaching and learning in public
    schools, and the importance of resisting policies, such as
    school vouchers, that weaken and undermine our public education
    system.
        The history of literacy in the United States is tied to
    inequity, from antiliteracy laws, to chronic underfunding of
    schools serving low-income students, access to reading and
    writing has never been evenly distributed. Today, the
    disparities persist. Children from marginalized communities are
    more likely to fall behind, and those who do not achieve
    reading proficiency by third grade are four times more likely
    to drop out of high school.
        According to NAEP's 2024 report, just a third of U.S.
    fourth graders are reading at or above proficiency. For black
    fourth graders, many of them scored 28 points behind their
    white peers. By eighth grade, black students average reading
    scores showed no significance change from 2019, while white
    student scored declined, which narrowed the gap, but the
    difference remained substantial at 24 points.
        Long-term trend data underscores how persistent these gaps
    are. For decades, NAEP has reported racial disparities in
    achievement, and they remain entrenched. In mathematics, the
    long-term trend assessment for 13-year-olds showed that white
    and black score difference widened from 35 points in 2020 to 42
    points in 2023.
        This gap does not reflect black students' capability,
    rather it calls into question whether our instructional
    practices in classroom environments are truly designed for all
    children and a reminder that math achievement is not separate
    from literacy. Understanding word problems, following multistep
    instructions, and explaining reasoning all depend on students
    access to and use of academic language and literacy skills.
        Students who struggle with reading often struggle with
    math, not because they lack ability, but because they cannot
    access the language in which math is taught. Investments in
    literacy are therefore investments in all learning, and in
    long-term success of our students.
        To ensure those investments have impact, literacy
    instruction must also acknowledge and honor linguistic
    diversity students bring into the classroom. The science of
    reading has provided valuable insights into how children learn
    to decode and recognize words, but we must remember that
    students come from diverse linguistic backgrounds. They speak
    different dialects, regional varieties, and languages at home.
        If instruction does not reflect these realities, students
    can be misunderstood, mislabeled, or left behind. Strong
    literacy instruction requires both evidence-based practices and
    culturally responsive teaching. Teachers need sustained
    training and resources to meet students where they are, and
    that requires public investment that does not fluctuate from
    year to year.
        We have seen what targeted investments can accomplish. In
    New Jersey, districts like Union City, once considered at risk
    for State takeover, leveraged Federal relief funds to mitigate
    learning loss during the pandemic, providing high impact
    tutoring, extended summer learning, and expanded digital
    access. As a result, Union City has become a model for how
    equitable investment can transform student achievement.
        When schools are well supported, children thrive. When
    funding is withheld or diverted to private vouchers, equity
    suffers. Students with disabilities are especially vulnerable.
    Federal laws guarantee access to education, but without
    adequate funding schools cannot provide the individualized
    support these students need.
        Evidence-based interventions, specialized instruction, and
    assistive technology all depend on predictable, sustained
    investments. Public schools are not just educational
    institutions. They are community anchors. No, teachers should
    not be expected to serve as social workers, or sacrifice their
    own well-being, but they must be equipped with training and
    anti-biased practices and social emotional development, so that
    they can support the whole child.
        The whole child can only engage in learning when they are
    safe, well-nourished, healthy and stably housed. Public schools
    provide stability, safety, and opportunity for children and
    families. When Federal support is frozen or inconsistent,
    programs collapse, staff shortages worsen, and students lose
    access to the very resources that allow them to succeed.
        Investment in public schools--oh sorry. Sorry. Oh, sorry.
    Investment in public schools and teacher preparation, and
    literacy research--it is not optional. It is essential. I will
    stop there. I am sorry.
        [The prepared statement of Dr. Wingfield follows:]
       [GRAPHICS NOT AVAILABLE IN TIFF FORMAT]

        Chairman Kiley. Thank you very much. I will last recognize
    Dr. Harrison for your testimony.

    STATEMENT OF DR. BRENT HARRISON, SUPERINTENDENT, SARALAND CITY
                       SCHOOLS, SARALAND, ALABAMA

        Mr. Harrison. Good morning, and thank you for allowing me
    to be here today. My name is Brent Harrison, and I am honored
    to serve as a Superintendent of the Saraland City Schools in
    Saraland, Alabama. Saraland City schools opened in 2008 with
    just over 1,500 students.
        Today we serve approximately 3,400 students, a 126 percent
    increase in enrollment over that time. Our student body is 73
    percent white, 17 percent African American, and over half
    qualify for free or reduced lunch. Despite these socioeconomic
    challenges, Saraland consistently ranks among the highest
    performing districts in the State of Alabama.
        On the Alabama Comprehensive Assessment Program, which is
    our State accountability testing component, our students excel
    in English language arts, math, and science. Over the past
    several years, we have remained in the top ten statewide in all
    three subjects, as far as proficiency.
        In 2025, we ranked fifth in ELA, sixth in science, and
    seventh in math. These results are especially meaningful when
    you consider that our students are being compared to peers and
    communities around the State of Alabama, with median home
    prices nearly 1 million dollars and household incomes of
    $300,000 a year.
        In Saraland, the median home income price is around
    $230,000. The average household income is $60,000. We attribute
    our success to a strong school culture, strategic curriculum
    choices made by the State of Alabama, and a relentless focus on
    data.
        During the Covid-19 pandemic, Saraland was one of the first
    districts to reopen in August 2020, and we did not miss a
    single day of in person instruction. Our blue-collar community
    showed up, and our students thrived. In our minds, our return
    to school and the classrooms led to a minimum learning losses
    across the board.
        In literacy, we follow the Alabama Literacy Act, which
    mandates proficiency on the ACAP reading subtest for third
    grade promotion. We use Phonics First, an Orton-Gillingham
    based program aligned with the science of reading. It supports
    Tier 1 instruction and-provides targeted interventions for
    struggling students.
        Last year, only 5 of our 262 third graders did not meet
    proficiency. All of whom had IEPs or Individualized Education
    Plans and were already receiving support. In math, we emphasize
    fluency and automaticity through tools like reflex math and a
    spiraling approach that revisits concepts throughout the school
    year.
        This builds deep understanding and problem-solving skills
    for our students for the year to come and in years to come,
    throughout their education. Our greatest gains come from how we
    approach Tier 2 and Tier 3 instruction. Instead of reteaching
    current material, we use data to identify and close
    foundational skill gaps. This targeted approach continues until
    students are ready to succeed in Tier 1 instruction.
        At Saraland City Schools we eat, sleep, and breathe data.
    It drives every decision we make. Combined with our strong
    curriculum and proven instructional practices, our data driven
    culture is what sets us apart. Not for the accolades, but
    because it is what is best for children.
        Thank you again for allowing me to share our story. It is
    an honor to represent a district that proves excellence is
    possible regardless of zip code. Thank you.
        [The prepared statement of Dr. Harrison follows:]
        [GRAPHICS NOT AVAILABLE IN TIFF FORMAT]

        Chairman Kiley. Thank you very much. Under Committee Rule
    9, we will now question witnesses under the 5-minute rule, and
    I will first recognize the Chairman of the Full Committee the
    representative from Michigan, Mr. Walberg.
        Mr. Walberg. Thank you, Mr. Chairman, and thanks to the
    witnesses for being here, and demonstrating that education can
    take place and could take place well at the local and state
    level with control there. That goes right to classroom as was
    pointed out by Dr. Brumley, the teacher and the parent working
    together for the students' best interest, thank you.
        Dr. Brumley, one of the focuses of the Committee this year
    has been dismantling the Department of Education, and I do not
    back away from that. A trillion dollars spent since 1980 and
    our test scores going down. Failure taking place until
    individual attempts like your schools in your districts, your
    states deciding this is not acceptable.
        As I am sure you would agree, education is fundamentally a
    state and local issue, and we have seen democratic
    administrations use the department to abuse their power and
    pressure states into adopting woke policies that do not work.
    As a state leader, how would it make your job easier to have
    less Federal micromanagement, Dr. Brumley?
        Mr. Brumley. Yes, sir. Thank you for the question. First
    and foremost, I too support dismantling the U.S. Department of
    Education. I tend to think that educational decisions are best
    made by moms and dads working with local teachers and local
    systems on what makes the most sense for their children and
    their community.
        Mr. Walberg. I love those kids.
        Mr. Brumley. As I have previously shared with the
    administration, if one believes that education is a state's
    rights issue, such that I believe, then the administration has
    to also respect that states may approach education in different
    ways, from Washington State to Louisiana, from Texas to
    Vermont. I think that is okay and that is good.
        I appreciate President Trump and Secretary McMahon working
    to dismantle that particular agency. I understand it takes an
    act of Congress, so to speak, to get that done, but anything
    that they can do to further empower states to remove some of
    the excessive bureaucracies, some of the unnecessary strings
    attached to funding, which are taxpayer dollars that come into
    the states, and to elevate the parent.
        We appreciate that. We think that is good, and so, our
    agency at the Louisiana Department of Education, we stand
    ready. We have a Governor in the State of Louisiana that is
    education focused, in Governor Landry.
        We have the State Legislator that is working alongside us.
    We have the State board of Education that is working alongside
    of us, and so we have a streamlined approach.
        We think policymakers in the State of Louisiana, along with
    moms and dads, can make good decisions without bureaucrats in
    D.C. getting in our way.
        Mr. Walberg. Thank you. Thank you. Ms. Roughton, in your
    testimony you mentioned the NAEP scores, which are concerning
    to say the least. For me, as I look at Michigan, terrible NAEP
    scores. Can you talk about the implications that having so many
    children unable to read, and how this impacts their futures as
    well as their present?
        Ms. Roughton. Yes. Thank you for the question. Literacy is
    a gateway skill, as shared in some of the testimony this
    afternoon. If we cannot read, we cannot unlock and access
    learning from all other subjects.
        If we think about math, we are not able to solve math word
    problems. If I am not reading, and I do not have reading
    comprehension, and I am in high school, I cannot read a drama
    script and fully embody and play my role correctly.
        If I am a tradesman, I need to be able to read safety codes
    and warranties and manuals. Without focusing on primary skills,
    foundational literacy in the early years, K2, where children
    need it the most, we are just limiting access to education, and
    I am sorry, the second part to your question, Mr. Walberg?
        Mr. Walberg. That was the key part, yes.
        Ms. Roughton. Thank you.
        Mr. Walberg. Thank you, and you addressed it, limiting--
    limiting the opportunity for students who cannot read. Thank
    you. Dr. Harrison, Alabama in 2019 passed a law requiring
    schools to use the science of reading. How important is it to a
    person like yourself to have the State Legislature enact laws
    that encourage that type of action?
        Mr. Harrison. For Alabama, for us as a school district in
    Alabama, it is very important because across the State we are a
    very transient district, meaning we do have a lot of students
    that do transfer in from around our local surrounding areas.
        Having a State curriculum, knowing that students within the
    State of Alabama are all following the science of reading
    curriculum throughout the State, helps us pinpoint where that
    student should be coming into us, where we should be able to
    meet them, and we try to meet every student where they are, and
    help them create and grow and go from there.
        It is vital for us in our State that we all are on the same
    page of sheet music, so to speak, and are all following the
    science of reading. Again, it is pivotal for us because we know
    each step, each classroom you go in, you are able to see each
    teacher following the different steps of science of reading day
    in and day out from one classroom to the next.
        Mr. Walberg. Thank you. I yield back.
        Chairman Kiley. Ranking Member Bonamici, the Representative
    from Oregon is recognized.
        Ms. Bonamici. Thank you, Mr. Chairman, and thanks to the
    witnesses. Just a reminder in response to the Chairman's
    question that curriculum decisions are made by State and local
    governments. They are not made by Congress, but where Congress
    does make a difference, you know, we have heard a lot about the
    teacher preparation, having educators who are skilled in this
    literacy issue, that is Title II, low-income students, the
    additional resources that help them, that is Title I. That is
    where the Federal dollars come in, it is not in setting
    curriculum.
        You know, we can all acknowledge as have the NAEP scores
    are not where we would like them to be, especially for the most
    disadvantaged students, and we might even agree on some of the
    reasons, Covid, screen time, where we disagree is on the
    solutions, and cutting Federal funding and research for K-12
    education is not the answer.
        Now, earlier this year the Trump administration cut nearly
    900 million dollars in educational research, contracts at the
    Institute of Education Sciences, including contracts for long-
    term studies that would have produced data on how to best help
    students learn.
        Dr. Wingfield, a significant part of this canceled research
    related to students in elementary and secondary schools, but
    why is the IES data important, and what will these cuts means?
        Ms. Wingfield. Yes, so thank you for that question. I would
    like to start by stating that we all referenced NAEP scores,
    which are all funded, which are funded by the research from
    IES. IES is a research arm of the Department of Education, so
    we are all referencing these points, this data that is funded
    by what we are talking about cutting funds from, but we all use
    that data to inform our practice.
        Ms. Bonamici. Right.
        Ms. Wingfield. IES funds practice and policy, and without
    that in place, we are going to be making uninformed decisions.
    In addition to that, we also talked about multitiered, some of
    the practices that we talked about IES also funds that. These
    multi-tier practices that have been extremely helpful to move
    the scores forward in Alabama continuously are funded by IES to
    continuously improve those practices as well.
        It will be harmful, not just to those disadvantaged
    students, but to all students, we are taking away these
    datapoints that we used to inform us.
        Ms. Bonamici. We do not really know what would happen to
    IES if the Department of Education is abolished. What happens
    to Title I? What happens to IDEA? What happens to the
    educational research?
        Dr. Wingfield, this year's NAEP scores, as I discussed,
    have more socioeconomic information than previous years,
    showing that 77 percent of wealthier students scored above
    average, but only 34 percent of low-income students. What
    should we learn from that?
        Ms. Wingfield. Yes. I think that is an indication of what I
    talked about earlier. Literacy practices and access to quality
    education has not always been easily accessible to both
    students of diverse backgrounds, and students of lower
    socioeconomics. What we really need to make a greater
    investment on is one, cultural practices and teacher education.
        Teacher education is largely white women, and our student
    population is largely students of diverse backgrounds. What
    investment can we make in making sure that we are not just
    educating our educators on evidence-based practices, but
    learning how to bridge those connections between home and
    school.
        Ms. Bonamici. How important are programs like McKinney
    Vento, that helps homeless students, or school nutrition
    programs that make sure that students have full bellies when
    they are trying to learn.
        Ms. Wingfield. Incredibly because you cannot learn without
    stable housing or food.
        Ms. Bonamici. Well, in my final couple minute or so, you
    know, a few months ago the republicans passed this
    reconciliation, Big Ugly Bill that includes the first
    nationwide K-12 school voucher program that will divert
    resources away from public schools that serve more than 90
    percent of students.
        How will diverting the funds away from public schools
    affect reading and math instruction in the public schools for
    90 percent of students?
        Ms. Wingfield. It will kill the resources that are in place
    to help our highest need students, so we are losing programs.
    It will affect capacity as well, so losing teachers and staff
    that will support these programs that help move these students
    along.
        Ms. Bonamici. Yes, I would just submit in the remaining
    time that these are not easy issues to deal with, and we have
    to have a more comprehensive conversation about what these test
    scores mean, and I think that is one of the purposes of this
    hearing today. As I mentioned in the opening statement, there
    is a lot happening with students, with mental health concerns,
    with gun violence, with ICE raids, there is a lot on students'
    minds right now.
        Until we address those underlying issues we are not going
    to comprehensively solve this issue, and again, I appreciate
    this hearing, but Congress does not set curriculum, and what we
    really need is the research, and that is what is being cut. I
    yield back. Thank you, Mr. Chairman.
        Chairman Kiley. I will now recognize myself for 5 minutes.
    Ms. Roughton, I found your testimony very compelling when it
    came to how brain science ought to inform proper literacy
    instruction.
        It seems to me the fallacy of some of these discredited
    approaches, like whole language or three cueism, or whatever we
    want to call it, is that it assumes that students can learn
    literacy or written language sort of in the same way they learn
    spoken language, kind of by osmosis.
        That, as you explained, that is not true because the brain
    is hard wired to acquire oral language skills, and to
    generalize from limited inputs in a way that is not true when
    it comes to written language. Could you just yes, tell us a
    little bit more about the problems with these alternative
    approaches that have been in vogue for too long?
        Ms. Roughton. Yes, absolutely. Thank you Mr. Chairman. As
    you have shared, approaches like balanced literacy and the
    three cuing just came out of this incorrect belief that
    children learn how to read naturally. If we could just fill our
    classrooms with books and have a word rich environment, that
    children would just pick up reading effortlessly.
        We now know and have known since the National Reading Panel
    published the Science of Reading in 2000, that this is not
    accurate. That the brain is not wired to learn how to read and
    it has to be explicitly taught in our schools. The danger of
    districts and schools that are still utilizing these outdated
    practices, like three cuing and balanced literacy, is that we
    are promoting guessing.
        If I could give you an example in a kindergarten class. A
    kindergarten class that is still using balanced literacy might
    be doing a read aloud, and the sentence is that the baby is and
    there is an unfamiliar word. The teacher might instruct the
    students to guess what this word could be looking at contextual
    clues or looking at the picture.
        If the picture was a baby sleeping, a child might guess
    sleeping. What if the word was actually napping, dreaming,
    resting, so if I focused on phonics and foundational skills, I
    could have my students decode and sound out that word,
    understanding that N begins with na, napp, napping, and we
    could sound it out.
        What we see, the aftermath of this is children that have
    been guessing in the primary grades where they should have been
    focused on foundational learning, is we have these widened gaps
    in comprehension, whereas text gets harder in third grade and
    above. Guessing strategies just completely fall apart.
        This is particularly true for our students that are at risk
    for students that have learning differences.
        Chairman Kiley. Fortunately, we have seen a return to the
    foundational skills, as the primary method, at least in the
    laws of many states. Could you tell us a little bit more about
    what that entails? I think everyone is familiar with phonics,
    but it is more than just that, right?
        Ms. Roughton. Yes. Phonics is certainly essential and
    critical, but the science of reading actually outlines five
    pillars, phonics being one. I would like to share that we want
    to think about these pillars as pieces of a rope, and they all
    need to be intertwined and working together for true reading
    success.
        Phonics is a critical component, but we must also be
    developing phonological awareness, rhyming, doing syllables,
    changing the smallest unit of sound. We call it a phoning.
    Changing beginning, middle, ending sounds of words, while we
    are doing this and teaching letters sound correspondence or
    phonics, we also need to be building academic vocabulary.
        In a kindergarten class, I might be learning how to decode
    simple words like sun and mat, but I also need to be introduced
    to high level vocabulary, like ecosystems, perseverance, what
    do these words mean? Then through that I need to be putting
    sounds together to read words, words together to read
    sentences, to build fluency, to develop automaticity.
        Then when those four pillars come in hand, I need less
    brain power as a child to decode, and now I can make that shift
    to focusing on the fifth pillar, which is comprehension. They
    all need to be working together for our children to have true
    literacy success.
        Chairman Kiley. Finally, I know that your organization has
    been very successful when it comes to teacher training, so
    could you just expound a little on how critical it is that
    teachers have the tools for proper literacy instruction?
        Ms. Roughton. Yes, absolutely. I think supporting our
    teachers is so essential, and it is not just giving them a one
    stop shop training. It is ongoing and continuous support, where
    teachers are looking at their classroom data and assessments
    and making those informed decisions.
        We know that we cannot just give teachers great resources,
    you know, those resources just can sit on a shelf and get
    dusty. If we want them to use, especially new resources that
    they might be unfamiliar with, we have to give them that
    training and support to go with it.
        Chairman Kiley. Thank you very much, and as you have said
    in your introduction, we know what works, and so now the task
    is just to make sure that every child in this country has
    access to the instruction that we now does work.
        I will now recognize the Representative from Pennsylvania,
    Ms. Lee.
        Ms. Lee. Thank you, Mr. Chairman. It should go without
    being said that children need to have quality reading and math
    instruction. We need to invest in these skills. That said, we
    also cannot keep asking schools, educators, children and
    families to do more with less.
        This Committee is asking schools to improve math and
    reading schools, while the Department of Education is being
    dismantled, while schools are dealing with ongoing disruptions
    from this administration, unexpectantly cutting and freezing
    funding for educational programs, while teachers face the
    impossible choice between a profession that they love, and
    earning a dignified wage that would allow them to actually pay
    back their insurmountable student loan debt.
        While children have to sit in increasingly hot classrooms
    with worsening air quality, and no HVAC systems, or while
    parents have to drop their kids off fearing that ICE might be
    there waiting to separate them, or while students and staff
    have to walk into school every morning wondering if their
    school will be the next target of a mass shooting.
        If you want to support children's math and reading, we need
    to make sure that they have safe, well-resourced learning
    environments. Just last night, republican appropriators in the
    House voted to slash 12 billion dollars from the Department of
    Education's budget, including cutting about 5 billion dollars
    from Title I funding, almost a 30 percent decrease.
        Title I funds provided instructional support, enrichment
    activities, math and reading interventions, and so much more to
    school districts that do not have the luxury of millions of
    dollars in a property tax base revenue. Dr. Brumley, we
    appreciate you being here to share Louisiana's story with NAEP
    scores and other successes.
        Are you able to share how much Title I-A funding Louisiana
    received for Fiscal Year 24 and 25?
        Mr. Brumley. Yes, ma'am. We received roughly 400 million
    dollars.
        Ms. Lee. Just yes or no, do you think Title I and other
    Federal funding for things like reading specialists, math
    interventionist, contributed to Louisiana's improvement in NAEP
    scores?
        Mr. Brumley. I think we have used all of our funding
    sources very well in a strategy to get better results for kids.
        Ms. Lee. Certainly, and those ones specifically that they
    contribute?
        Mr. Brumley. I think we have used all of our sources very
    well.
        Ms. Lee. Yes. Given that the administration is proposing a
    15 percent cut to Federal education funding, bringing
    investment levels back to those of 2010, what steps is
    Louisiana prepared to take to protect students' learning if
    that funding is reduced, particularly in districts that rely
    heavily on Federal support?
        Mr. Brumley. Yes, so we are already engaged in academic
    return on investment procedures, and we have asked local
    systems to do the same. We want to make sure that we are
    focused on initiatives that matter most in that pursuit of
    academic excellence, and teaching kids to read and do math.
        Ms. Lee. Does that imply that there might be cuts?
        Mr. Brumley. You know, we just received this information
    this morning, so obviously we would work with the
    administration, we would work with the Secretary to learn more
    about the impacts of said cuts.
        Ms. Lee. Thank you. We know that State budgets are not
    equipped to make up the educational funding shortfall that this
    administration is proposing. It is past time to abandon the
    playbook where the Federal Government removes the resources
    children need to succeed, and then pushes them, or punishes
    them for failing systems.
        Dr. Wingfield, in your testimony you highlighted that
    differences in race, income, and geography continue to shape
    who has access to high-quality instruction, and who bears the
    burden when systems fail. Briefly, why is literacy instruction
    an equity and a civil rights issue?
        Ms. Wingfield. Having access to the strong literacy of
    being literate within our society allows for economic and
    economic mobility and stability in communities that are more
    literate, are more civically engaged, and they also make better
    choices when it comes to the health and well-being.
        Ms. Lee. Thank you. Your testimony also highlights the long
    history of racialized assumptions about intelligence that I can
    only assume are implicit in the types of instructions some
    folks want to reclaim.
        Given this history, can you explain why inclusive and
    culturally relevant curriculums are beneficial, and why it is
    important, for example, for black students to see themselves
    centered in stories when they are learning to read?
        Ms. Wingfield. Absolutely. We need to create environments
    that are affirming and safe for students, all students,
    especially black students, Latino students, students with
    disabilities, to feel affirmed and safe within their spaces, so
    that they can take the educational risks that are appropriate
    for learning in classroom settings.
        We also need to create environments for those students that
    do not create erasure. They should be able to see themselves
    reflected back in that curriculum, through language and just
    possibilities for themselves outside of the school system. We
    also have to ensure that the different varieties of culture and
    language that students are not coming to school with are being
    perceived as in the biased way from the schoolteachers, leading
    to the way in which they instruct their students.
        I just want to add one key point. I think it is commendable
    the growth that Louisiana has made in their reading scores, but
    if we were to disaggregate that data, and look specifically at
    black students, you will still see an overwhelming gap in the
    reading proficiency.
        We can talk about the science of reading, which is
    incredibly helpful, and it does truly inform, and data truly
    informs instruction in classrooms, but we cannot ignore race
    when we are talking about literacy because not all students are
    experiencing it, or accessing it in the same way.
        Ms. Lee. Thank you. I agree, and I appreciate your
    testimony. Thank you all so much for joining us today and I
    yield back.
        Chairman Kiley. Representative Owens of Utah is recognized.
        Mr. Owens. Thank you so much for this. Let us just start
    off with one fact. Our system has failed our kids for decades.
    Decades. It is interesting that as we are trying to get it
    fixed up, we have people who just do not want to change. Let me
    just kind of go back to 2017 when 75 percent of the black boys
    in the State of California were found to be illiterate. Here in
    D.C., zero proficiency in math.
        We just had--the study just came out that 70--64 percent of
    our kids across the country in eighth grade cannot read and
    write. No, it is time to change, and it is time to change with
    innovation with bills that are at the table here looking at
    ways to get that done.
        I did a little AI stuff here, and I wanted to tie in
    ignorant and free could never be was one of the foundations of
    our country to make sure we were always presenting the smartest
    case in the country in the world.
        This is AI, is ignorance the lack of critical thinking
    skills? Ignorance is primarily the lack of knowledge. It can be
    also stemmed from a lack of critical thinking skills,
    especially when critical thinking processes are inefficient. Is
    there a link between math and critical thinking? Yes.
        By the way, we are failing our kids in math. Yes, critical
    thinking is strongly linked to mathematics, as math inherently
    requires analytical skills, logical reasoning, and problem
    solving. Is critical thinking tied into reading? Yes.
        There are strong, established links between reading and
    critical thinking skills with reading acting as a powerful tool
    for developing of abilities by improving comprehension and
    analysis and evaluation of information. That being said, we
    need to bring this process back to where we are getting our
    kids to think again.
        Dr. Brumley, first of all good seeing you again. You
    mentioned in your Let Teachers Teach Initiative, you said that
    teachers deserve efficient, effective school leaders who reduce
    distractions, and have a conversation. I agree with the
    compensation particularly is based on merit.
        How is your State addressing these issues, and what is the
    effect on the academic results?
        Mr. Brumley. The fact that we have moved from 49th in the
    country on the Nation's report card to 32d today, and number 16
    on fourth grade literacy, is a testament to the teachers.
    Roughly three or 4 years ago, we had about 2,500 teaching
    vacancies in our State, now we have got about 1,000.
        That has to do with smart policies enacted at the State and
    locals doing really good work. We have used differentiated
    compensation to pay teachers more in high need areas, to pay
    teachers more for outstanding results with kids learning. We
    have kicked off our Let Teachers Teach Initiative, which
    removes distractions from the classroom, removes excessive
    trainings for teachers.
        It removes bureaucracy that is burdening them every single
    day. We believe that there is nothing more important. We
    fundamentally believe that there is nothing more important than
    the parent for the child's success, but after that, No. 1 is
    the teacher. If we can make sure that every classroom in the
    State of Louisiana is equipped with a high-quality teacher, we
    will get great results.
        Unfortunately, teachers are telling kids, do not go in the
    teaching profession, and that is a shame. I think that we can
    correct that, and we are correcting that in the State of
    Louisiana with our Let Teachers Teach Initiative, which is
    further empowering and elevating that profession.

        Mr. Owens. Does this impact black kids and white kids
    together, in terms of the strategies. Is there any difference
    in how this is being accepted in the success of it?
        Mr. Brumley. What we see when we look at our NAEP results
    is that Louisiana is outperforming relative states across the
    country in those reading and math scores, and 73 percent of the
    students in our traditional public schools in the State of
    Louisiana we consider economically disadvantaged.
        When we are talking about growth from 50th in reading in
    2019 to 16th today, those are all students. Those are
    economically disadvantaged students. Those are students with
    disabilities, those are black and brown students. We are just
    trying to focus on the merit of this work and really having a
    laser focus on the pursuit of academic excellence every single
    day in our classrooms.
        Mr. Owens. Okay. Ms. Roughton, I am impressed with the
    evidence of the science of reading. What advice would you give
    to teachers who want to teach reading effectively but are not
    getting much support yet from their school leadership?
        Ms. Roughton. Thank you for the question. I think the best
    advice I could give teachers is lean on the evidence. I mean
    the teacher is so powerful in his or her own classroom, and
    there is a lot that we can do, even if an administrator or
    district has not adopted the science of reading, to bring
    structured literacy into our own practice.
        Things like just focusing on phonics and letter sounds, and
    if the teacher--teachers should feel confident to be advocates,
    you know. We cannot argue the data, and I would encourage
    teachers to invite principals into their own classroom, observe
    a science and reading lesson, and just kind of use that as the
    force to push this forward at their own site.
        Mr. Owens. Thank you. Thank you for your innovation,
    appreciate that. I yield back.
        Chairman Kiley. Representative Adams of North Carolina is
    recognized.
        Ms. Adams. Thank you, Mr. Chairman, and I thank the
    witnesses for being here today. Reading and math are the
    foundations, and they open every other door. If a child cannot
    read by third grade, their chances of graduating on time
    plummet. If they cannot master basic pathway, a pathway into
    today's workforce narrows.
        I know this, not just from the research, but from more than
    40 years in the classroom. I have seen students thrive when
    they get the right support early. I have seen what happens when
    they do not. The nation's report card shows sharp declines in
    both reading and math, especially after the pandemic.
        The students suffering most are the ones who were already
    struggling, low-income students, English learners, and students
    with disabilities. What makes this worse is that we know what
    works. Teacher training, early intervention, high-quality
    curriculum and strong public schools. Instead of investing in
    what works, the Trump administration has cut it away, canceling
    600 million dollars in teacher training grants.
        Their new budget proposes eliminating training altogether.
    You know, you cannot reclaim reading and math while cutting
    teachers off at the knees. Teachers are not the problem.
    Teachers are the solution, but they need tools, they need
    training and the support to do their jobs.
        Dr. Wingfield, welcome, and thank you for your testimony. I
    grew up in Newark. I am very familiar with Rutgers, the State
    university. I graduated from high school there at West Side.
    First, as a former college professor myself, I know that
    teachers are the heart of students' success, but I also know
    that they cannot do it alone.
        Can you tell us why teacher training is so integral to
    helping students learn to read and to do math, and what impact
    will eliminating Federal teaching training funds have on
    classrooms and students?
        Ms. Wingfield. Absolutely, thank you. The same way learning
    to read does not come by osmosis, neither does learning to
    teach children how to read. It is a process. It is very
    structured. Again, I think we all agree that the science of
    reading is a very valid practice, but it requires that you
    learn it, again talking about language variations.
        Us as the leaders or educators in those spaces also have
    language variations, and so our goal is to teach young people
    how to match sounds with letters, so that they could
    potentially decode words on pieces of paper, but we need
    explicit training to be able to do that.
        Talking about literacy as a priority, and then turning
    around and cutting the funding that supports it, undermines
    that effort altogether because teachers need that explicit
    training in the same ways as students need that explicit
    instruction in order for it to be successful.

        Ms. Adams. Thank you. It is kind of hypocritical too I
    think but thank you. Let me turn to another point. The
    administration says that it wants to prioritize evidence-based
    literacy through discretionary funds, but at the same time it
    has a cut or proposed eliminating comprehensive literacy
    development grants and innovative approaches to literacy.
        Programs that already help students and families every day.
    Do you have concerns about cutting these existing literacy
    programs, even as the administration claims, claims to support
    evidence-based approaches?
        Ms. Wingfield. Absolutely, it is very concerning. Again, we
    have many vulnerable populations that will continue to suffer,
    and not be able to advance and make any progress in their
    literacy proficiency. That harms communities overall, it
    impacts the well-being of communities as a whole when we do not
    have the resources in place to be able to support students in
    learning how to read.
        That is--our demographics are also changing, so groups of
    people who are acquiring English, you know, people who are
    learning to read over time won't be able to make the economic
    mobility that's needed to sustain healthy communities.
        Ms. Adams. Okay, thank you. We also know that the gaps are
    widest for students who are already behind, so Dr. Windfield,
    how can the Federal Government best support schools in closing
    these literacy and math gaps so that the children in poverty,
    English learners and students with disabilities don't continue
    to fall further behind?
        Ms. Wingfield. Well, I would say stop cutting the funding
    and freezing the funding that creates chaos within these
    vulnerable communities who rely on every dollar to create
    programming that addresses these issues with our young people
    within our schools. It is also really important for IES to be
    able to maintain its capacity, again, because a lot of the
    research that comes out of IES, it forms the practices that are
    happening within the schools.
        We also use that data to have targeted programing for
    students at need.
        Ms. Adams. Thank you. Well said. I yield back, Mr.
    Chairman.
        Chairman Kiley. Representative Miller of Illinois is
    recognized.
        Mrs. Miller. Thank you, Chairman Kiley, for hosting this
    hearing, and for the witnesses for attending. I am a mom of 7,
    grandma of 23, I started my career in public school. I am
    deeply passionate that our children can learn basic skills and
    learn to read. A child that cannot read has been damaged for
    life.
        I think that my friends on the other side are trying to
    turn this into a discussion about race again. Reading and math
    are foundational to childhood development; however, the United
    States is facing an unprecedented crisis as large portions of
    our population are functionally illiterate and cannot perform
    basic arithmetic.
        This is happening all over the country, all over Illinois,
    but it is epidemic in Chicago where our brown and black
    children live, and the schools are failing them, and we are
    spending so much money. In fact, there is a school in Chicago
    that spends $94,000 a year to educate the children, and not one
    student is proficient in reading.
        In 2024, only 30 percent of Illinois' fourth graders met or
    exceeded reading proficiency. Also, in 2024, only 38 percent of
    Illinois fourth graders met or exceeded math proficiency.
    Illiteracy and inability to do arithmetic contribute to larger
    problems, as children become teenagers and eventually adults.
        In Illinois, high school dropouts are three and a half
    times more likely to be arrested than high school graduates.
    Millions of Americans cannot even perform basic tasks like
    making a budget. Lack of reading and math proficiency puts
    tremendous strain on the economy, as billions of dollars are
    lost each year through decreased productivity and workforce
    inefficiencies.
        More than that, God created these individuals to be
    productive with their life. Now, we have allowed them to be
    damaged. They cannot read. I cannot imagine trying to get
    through life not being able to read.
        According to the Bureau of Labor Statistics, the U.S. will
    need 1 million additional STEM professionally for the next
    decade, but despite all this grim news, it is encouraging to
    see states like Alabama, Louisiana and Mississippi, leading the
    way in transforming their schools and climbing to the top tiers
    in reading and math proficiency within a matter of years.
        Dr. Brumley, in your written testimony you State that
    children belong to parents, not the government, with which I
    wholeheartedly agree. Could you talk more about the vital role
    that parents play in their children's education, and what you
    are specifically doing in Louisiana to make sure parents are
    included?
        Mr. Brumley. Yes, thank you so much. First and foremost, I
    would say that we have an incredible opportunity before us
    today to simply narrow the focus and teach kids to read and to
    do math. You know, schools have been asked to do too much for
    way too long. They have been asked to take the place of the
    family, take the place of the church, take the place of the
    hospital., take the place of the supermarket.
        They were never ordained to do those things. Schools should
    be focused on the pursuit of academy excellence with the kids
    under their care every single day. One of our foundational
    beliefs is to accelerate parental rights.
        Anything that we can do to put parents in the driver seat,
    whether that is choosing the school that makes the most sense,
    whether that is making sure that they are making healthcare
    decisions for their child, not the school
        Whether that is making sure there is transparency in
    curriculum. All of those things are very important, and they
    have been welcomed by the parents in the State of Louisiana. We
    have an opportunity before us today to make sure that states
    across the country are being more welcoming to parents and
    their schools.
        Mrs. Miller. Absolutely. Ms. Roughton, it is refreshing to
    see the science of reading standards returning to schools in
    states like Alabama, Louisiana, and Mississippi, and the
    results they are yielding. Are other states implementing these
    standards, and are they seeing similar results?
        Ms. Roughton. Thank you for your question. Yes. I am
    confident, and the data tells us that more and more states are
    adopting the science of reading, and the data is speaking those
    stories and telling the truth of how effective it is. I can
    speak about my home State, California, where we just recently
    passed an assembly bill that had unanimous bipartisan support.
        That was all focused on getting mandatory screeners for K2,
    so we could assess students and provide early interventions. It
    was about providing quality professional development to support
    our teachers and getting evidence-based reading instructional
    materials in our classrooms.
        Mrs. Miller. I appreciate y'all's testimoneys. I think we
    recognize that we have a problem that you are giving us
    workable solutions. Thank you so much.
        Chairman Kiley. Representative Hayes of Connecticut is
    recognized.
        Mrs. Hayes. Thank you. I first want to start by saying that
    it is not the focus of democrats on this Committee to dismantle
    the Department of Education. It is not the role of the Federal
    Government to write curriculum or develop instructional
    materials for the classroom. I do not think anyone would want
    that.
        Our role is to support State and local efforts in adapting
    policies and laws that promote effective literacy practices.
    Ultimately, states and local school districts are the ones that
    determine how literacy programs are created and implemented,
    not Congress, not this Committee, yet we are here.
        I just want to mention that Mr. Brumley, you did reference
    the NAEP's data, and Louisiana's progress, but I would
    encourage everyone to disaggregate that data a little more, and
    you will see that white students are the ones who experience
    the largest gains, which demonstrates that access to these
    opportunities still exist.
        The Elementary and Secondary Education Act requires that
    states that receive Title IA funds to teach and assess reading
    skills, language arts, mathematics and sciences for specific
    grade levels. There are also other programs, such as Title II
    teacher preparation that provide funding to help improve
    student academic achievements in reading and writing.
        This testimony from the witnesses is probably the best case
    for funding Title I and II programs at the Department of
    Education. ESSA does not dictate how subject matter should be
    taught, but I can tell you as a classroom teacher, I know that
    direct instruction is effective for foundational skills but not
    for developing deeper conceptual knowledge.
        Longterm and sustained Federal investments in our schools,
    particularly in our teachers, is crucial to addressing the
    learning gaps in this country. Teacher preparation, licensure
    standards, professional development, and in service are all
    critical to addressing the learning gaps in this country.
        The actions of this administration do not focus on
    literacy. The ongoing dismantling of the Department of
    Education and efforts to defund K-12 education programs will
    have a negative impact on the ability of schools to teach and
    students to learn.
        For example, the cancellation of 900 million dollars in
    contracts at the Institution of Education Sciences, including
    research on literacy, and the elimination of ESSA Title II
    funding for teacher preparation will actively harm the
    development and implementation of literacy programs.
        Ms. Roughton, I am happy that my republican colleagues have
    invited you here because every word of your testimony
    illuminates the need for early childhood education, so that
    students can learn letter recognition and letter sounds. All of
    those things that are foundational for when they actually begin
    kindergarten, so thank you for all of your words today.
        Ms. Wingfield, Dr. Wingfield, I am sorry, my question is to
    you. Can you speak to some of the best practices that State and
    local school districts can use to achieve better literacy
    outcomes, and how these evidence-based models are actually
    working?
        Ms. Wingfield. I would like to say again, I think that is
    one point that many of us agree on. We, in fact, agree on the
    science of reading. We agree that multitiered systems of
    support actually work to support students. We believe that
    within those tiers, that Tier 3, pulling students for greater
    intervention when they demonstrate that they need more help is
    always good practice.
        Using data to inform your practice is always good practice.
    What we have to be more careful about is looking at that data
    in a more nuanced way. Not all students are experiencing
    literacy and education in the same way, and how can we use that
    data to better support or navigate instruction for those
    students who are not experiencing it in a way that is allowing
    them to be successful or proficient.
        Mrs. Hayes. I want to thank you for your testimony today
    because you have actually drawn into the fact that we rely on
    these NAEP scores, which are federally funded. We can
    disaggregate these scores to give us the information that we
    need to pinpoint where the issues are and actually address them
    for students. This is not a one size fits all approach.
        We agree with that, and local districts should be able to
    make those informed decisions and precisely hone in on the
    students who need it most. That does not happen by defunding
    the Federal agency that actually is there to support districts.
    Dr. Brumley, you thanked the Trump administration for all of
    your progress; however, you noted that this effort began 5
    years ago.
        Federal funding has helped with that, so 5 years ago the
    Trump administration was not the administration who was in
    charge. It was actually the Biden administration, and massive
    investments into districts like yours, have definitely
    benefited. Yes, we are not afraid of change. We are not afraid
    of looking at the data and using it to inform our decision, but
    we cannot ignore what the data tells us. Thank you, I yield
    back.
        Chairman Kiley. Representative Moylan of Guam is
    recognized.
        Mr. Moylan. Chairman Kiley, and Ranking Member Bonamici,
    thank you for hosting today's important hearing on literacy and
    numeracy. The nation's report card shows a decline in both
    fourth and eighth grade reading and math scores. There is no
    reason why in 2025 two thirds of our children should be failing
    behind perhaps even worse, the long-term trend assessment shows
    scores have been nearly flat since 1971.
        The math just does not add up, and we need innovative--to
    be innovative in our approach to education and support
    students, educators, and families to achieve to the highest
    possible level. Dr. Brumley, since implementing the Let
    Teachers Teach Initiative, what worked best for improving
    educational outcomes, and what could use improvement?
        Mr. Brumley. Yes. Thank you so much. First of all, reliance
    on D.C. is not going to flip the trajectory for educational
    outcomes across this country. We need reform within the states.
    That is what we have done. In terms of literacy, you know, we
    banned three cuing, we trained all K through teachers across
    the State on the science of reading.
        We went into the colleges and worked there. We tutor all of
    our kids needing support. We give screeners multiple times a
    year. We do parent notifications, so then they know the status
    of their kid's ability to read. We do third grade promotion
    policies. We have taken a policy centric approach to making
    things better in our State, and that is where the reforms have
    to come from within the states.
        What I would suggest to you is that our Let Teachers Teach
    Initiative has been really important. From that information, we
    have banned cell phones in all of our classrooms across the
    State of Louisiana, which has been so impactful. We have taken
    a stronger approach on making sure that schools are peaceful
    and they are orderly so that teachers can teach free from
    distraction and students can learn from distraction.
        These changes have been overwhelmingly well received by
    teachers in our State, and that is why we have cut teaching
    vacancies by over 50 percent over the last few years. The
    teacher is so fundamentally important, and I am not aware of
    any teacher in the State of Louisiana that is relying on D.C.
    for their training, for their curriculum, any of those things,
    as has been mentioned earlier.
        What we need to do is we need to as much as possible, block
    grant, formula grant, directly to the states where State
    leaders, moms and dads can make decisions alongside their
    teachers on the best way to get better outcomes for kids
    without additional bureaucracy here in D.C.
        We know that employees at the Department of Education in
    D.C., many of them have been removed, are no longer there. We
    have not felt one single impact from that in the State of
    Louisiana. We just need the funds to flow directly to us, so we
    can make decisions in the best interests of our kids.
        Mr. Moylan. Well said, sir. Thank you. Mr. Harrison,
    congratulations on Saraland, that is excellent what is coming
    around. What does Saraland do differently in its school
    educator relationships that causes such a high performance
    outcomes?
        Mr. Harrison. I think when you look at the culture of what
    we established at Saraland City Schools is primarily what's
    turned, I guess for us. We take a teacher led process, in the
    fact that any programs, any type of programs that we put in the
    classroom we get our teacher leaders on board first, train
    them, get them professional development, and then we go back
    and do a whole professional development with our entire staff.
    We have buy in from all of our teachers that way.

        It is not something that is directed from the
    administration. It is something that is led by our teachers,
    and that is something I would say within the science of reading
    and what we are doing in our math curriculum, our teachers are
    the ones that wear the boots on the ground, so to speak,
    getting the training, getting everybody behind the programs.
    That is why I think a big reason why we have a lot of success
    in English and math.
        Mr. Moylan. One other thing, the education is fundamentally
    a nonFederal issue when it comes to curriculum building. How
    can the Federal Government empower districts to further enhance
    literacy and numeracy rates?
        Mr. Harrison. I think from a standpoint of trusting our
    State leaders. You know, obviously, Governor Ivey, and our
    Governor and our State Superintendent Eric Mackey, have done a
    phenomenal job with directing the State of Alabama. Our NAEP
    scores have jumped tremendously in the last several years.
    Trusting in our elected folks and our appointed folks, I think
    is pivotal, and again, I think we have got a great leadership
    within the State of Alabama.
        Mr. Moylan. Thank you to our witnesses. Mr. Chairman, I
    yield back.
        Chairman Kiley. Representative Mannion of New York is
    recognized.
        Mr. Mannion. Thank you, Mr. Chairman, thank you to the
    witnesses for participating here today, and joining this
    important discussion. Reading and math skills are fundamental
    in setting our students up for lifelong success, both in and
    out of the classroom, to open doors for future generations,
    improving proficiency and student achievement in these core
    subjects should be a national priority.
        As a former public school teacher of almost 30 years, and
    someone who represented almost 400 teachers in a teacher's
    association, and is the spouse of an elementary school teacher,
    an early literacy expert, and instructional coach who develops
    culturally responsive curriculum, I have seen firsthand how the
    teaching profession has changed, and benefited from new,
    evidence-based approaches, including the science of learning.
        As I was the teacher association President in a school
    district that implemented the science of reading, there was
    great skepticism from many of the teachers that had taught
    reading for a long period of time. It was implemented not
    starting at the kindergarten level, but broad based all the way
    across the board, and I can tell you that the teachers
    experienced excessive--intensive, excuse me, training in
    preparation for this implementation, and the success was
    resounding, and the buy-in was massive.
        Instructional--classroom instruction is just a part of the
    equation, and for our country to truly raise the bar in reading
    and math, our students need strong support systems. We need
    intensive teacher training, and professional development. We
    need high impact tutoring, mentoring, after school programs and
    health and wellness support.
        I have recently introduced into legislation a Teachers Are
    Leaders Act, which will make sure that we do support our new
    teachers, and we use our veteran teachers to help with their
    professional development.
        It is troubling to see what is happening in this
    administration at a critical time in our country, that we are
    creating a Federal voucher system that is going to divert
    taxpayer money to private schools, terminating critical
    education science research, withholding billions in funding for
    our K to 12 schools, canceling Americorps grants that directly
    support youth literacy, and one to one tutoring.
        My question is for you, Dr. Wingfield. I appreciate your
    written testimony discussing these Federal disruptions. Can you
    expand on how these actions are expected to impact reading and
    math skills for students with the greatest needs, including
    students that live in impoverished communities, students with
    disabilities or English language learners?
        Ms. Wingfield. Yes. Thank you. I want to lead by saying
    that our public schools are really anchors within our
    community, and so that is beneficial to both the schools and
    the community because it helps build those bridges, and the
    educators within those school buildings have a better
    understanding for the community in which they are working with.
        With that being said, the fundings being cut--the funds
    that are being cut directly impact the programming that assists
    families with acquiring English, that assist the high-impact
    tutoring that was offered during after school time, or Saturday
    time, or summertime that really helped bring up those test
    scores for a lot of our vulnerable communities after Covid.
        You talked about teacher training, and teacher mentors. A
    lot of preservice teachers, and novice teachers returning to
    the field need that level of mentorship from advanced teachers
    in order to make the appropriate choices and begin to learn how
    to read that data that informs their practice as well.
        After school programs, subsidies for families, or just
    lunch aid for students, all impact the quality of learning for
    students, and if those are cut then we will see a decline in
    instruction because students do not have the stability of those
    programming, or the additional resources that help them
    progress through school.
        Mr. Mannion. Thank you for that answer. As you pointed out
    in your testimony previously, there are disparities in the NAEP
    performance based on socioeconomic status. From your
    perspective, how will the administration's actions, especially
    impact students in high poverty, or under-resourced schools?
        Ms. Wingfield. It will harm them further. Those vulnerable
    communities, again, it has a lot to do with access and supports
    in order to help create that stability, and additional
    resources for learning, we will see greater harm done. It
    creates unsafe environments.
        Mr. Mannion. Thank you. Thank you, Mr. Chairman.
        Mr. Moylan
        [presiding]. I now recognize Mr. Messmer from Indiana for 5
    minutes.
        Mr. Messmer. Thank you Chairman, and thank you to the
    witnesses for being here today to share your expertise on how
    we can get education back on track. Dr. Harrison, your home
    schools' districts have seen an astounding comeback in State
    and national rankings in recent years.
        How do you use formative and summative assessment data to
    recognize the improvements and learning metrics and tweak your
    strategies based on what you see?
        Mr. Harrison. For us, our formative and summative data is
    pivotal in how we assess our students. We try to meet every
    child where they are from an educational standpoint, so we take
    that data and literally formulate educational plans for all of
    our students depending on where they are with proficiency.
        At our elementary level, our instructional partners, our
    instructional coaches, as well as our literacy teachers will
    pull students when they are deficient in reading, and provide
    Tier 2 and Tier 3 intervention for them on a daily basis, and
    that also includes math as well once we get data back on our
    students.
        That is pivotal for us, and we believe in looking at data
    day in and day out. That is probably the secret to what we do
    is looking at our data from our students across the board
    starting at kindergarten. We provide them with formative tests
    to see where they are and all the way through high school.
        It is something that we believe in. It is something that we
    found a lot of success in for us because it is a road map. If
    we do not know where they are we cannot tell--we cannot help
    them get to where they are going.
        Mr. Messmer. Excellent, thank you. Ms. Roughton, in your
    testimony you shared steps the State and local government must
    take to increase effectiveness of learning in schools. How can
    we equip families with the resources they need to supplement
    their child's learning?
        Ms. Roughton. Thank you for your question. I could speak
    for my home State, California, and the work that I do with
    Luminous Minds that we focus on family engagement initiatives,
    and a big part of that is just giving parents knowledge and
    resources, and how they can better work with their children at
    home.
        I would like to recognize that the parent is a child's
    first, best, and most important teacher, and one simple thing
    that parents can do is just read to their children as much as
    possible. There are many districts in California that are
    partnering with local agencies that are bringing in family
    literacy nights, parent workshops to teach parents about the
    science of reading, and strategies that they can utilize at
    home to help develop their child's literacy.
        Mr. Messmer. Is California one of those states that is
    transitioned to the science-based reading models?
        Ms. Roughton. Yes. We are a little late in the game, but we
    just recently had an assembly bill passed with bipartisan
    support that is going to require evidence-based reading
    instructional materials within the classroom. There is a big
    emphasis on coaches and professional development training for
    teachers and making sure that we properly assess our students.
        Mr. Messmer. Thank you. Dr. Brumley, your State has also
    greatly improved in the educational outcomes in the past couple
    of years. In your opinion, how does removing Federal
    bureaucracy and sending educational choice back to the states
    help states like Louisiana in their mission to improve literacy
    and numeracy?
        Mr. Brumley. I am honored to tell Louisiana's historic
    education progress. We have been long challenged educationally.
    I am thankful to our Governor, Governor Landry, our
    legislature, our State board, and then the educators across the
    State that are doing amazing work.
        My conversations with the Trump administration with
    Secretary McMahon had been around increased flexibilities for
    states to make decisions in the best interests of children
    within their State. I appreciate education as a state's right
    issue, and I think that individual states ought to be able to
    make those decisions.
        I have not suggested reduced funding. I have not suggested
    removal of any law, such as IDEA, or discrimination laws. We
    are just saying less bureaucracy, less strings attached,
    further empowering states to work with teachers and moms and
    dads, and we can continue to see results improve in the State
    of Louisiana, and that is what I am here to ask for today.
        Mr. Messmer. Thank you, Dr. Brumley. I honestly appreciate
    that you have focused so much on getting science of reading
    into classrooms. How do you convince skeptical veteran teachers
    that the science of reading is rooted in evidence and not just
    a passing gimmick?
        Mr. Brumley. Well, the results speak for themselves. For us
    to go from 50th in the country for fourth grade reading in 2019
    to number 16 today, it did not happen by chance. It happened
    becausea set of policies were put into play, and the teachers
    across our State, and the leaders across our State absorbed it,
    and they said we can do this. We want to address this reading
    crisis together, and that is what we have done. We are taking
    on math.
        We believe that every kid is a math kid in the State of
    Louisiana, and we are going to make sure those outcomes for
    math mirror those for literacy.
        Mr. Messmer. Okay, thank you. Thank you for your answers,
    and I yield back the remainder of my time.
        Mr. Moylan. I now recognize Mr. Harris from North Carolina
    for 5 minutes.
        Mr. Harris. Thank you, Mr. Chairman, and thanks to all of
    you on the panel for your incredible expertise, and testimoneys
    today. You have given us some guidance, and leadership. I
    wanted to just ask you a couple of questions really. Parental
    engagement is an important factor that I think we've heard
    discussed here today, and Dr. Brumley, I noticed in your
    testimony that I enjoyed reading, said that parents, and this
    is a quote, ``Parents send their children to school expecting
    strong instruction in reading, math, science, and history, not
    indoctrination in divisive issues.''
        I think you are spot on. I agree 100 percent. Across the
    country we have seen parents that have become outraged in a lot
    of places at the ridiculous indoctrination that is happening in
    many of the schools. I guess my question to you is how do you
    keep political indoctrination out of your State, and how do you
    keep classrooms focused on learning the essential math and
    reading skills?
        Mr. Brumley. We do everything within our power to keep the
    main thing the main thing. Whether we are having conversations
    with teachers or school boards, or the legislature, or
    advocates, it is about how can we together pursue academic
    excellence in these key content areas.
        When I talk to moms and dads, they want to make sure when
    their kid goes to school, they are safe every day. They are
    taken care of. They want to make sure they are learning how to
    read, do math, understand the history of their country, and the
    civics that underpin that. They are not interested in chasing
    all these extraneous issues.
        They just want to make sure their kids get a good, high-
    quality education. The school does not have to be fancy. The
    curriculum does not have to be fancy. Parents just want
    teachers and schools that care for their kids, understand that
    the kid belongs to the parent, not the school.
        They want them taken care of it, and they want to make sure
    they get a high quality education every day.
        Mr. Harris. Fair enough. Well, along those same lines,
    parents are essential partners in a child's education and can
    be a great asset to improving their child's literacy and
    numeracy. What steps has your State taken to empower the
    parents to help their children improve in reading and math
    outside of the classroom?
        Mr. Brumley. Well, one of the things that we have done is
    we have made sure that parents are well informed of their
    child's progress. We provide screeners and those results are
    shared with parents around reading, around math. We have
    provided voucher programs for parents, so that they can provide
    their kids with private tutors after school and on the
    weekends.
        We have increased access to curriculum, so parents can
    understand what is happening in the school. One of the most
    important things that has been so well received by our parents
    in the State of Louisiana, is making sure that parents
    understand that they are in charge of health-related issues
    with their child.
        The child is not going to the hospital when they go to the
    school. They are going to an academic institution, and parents
    are making those decisions.
        Mr. Harris. All right. Very good. Thank you. Ms. Roughton,
    let me just talk to you for a moment about the comments that
    you made, which have been excellent. My daughter is a first-
    grade teacher, and the science of reading is very important to
    her, as well as my wife is an eighth-grade American history
    teacher.
        Education is a big part in our household. Too often we hear
    about lowering standards in the name of equity, and I want to
    ask you do you agree that raising expectations and pursuing
    excellence in math and reading is the real path to opportunity
    for every child, regardless of background?
        Ms. Roughton. Yes. Thank you for your question. I
    absolutely believe in high expectations for all students. We
    should be teaching our children using age appropriate, high-
    quality resources in the classroom, and in my work in the
    primary space, that is extremely important. We never want to be
    dumbing down our instructional practices.
        We want to maintain the belief that every child can and
    will succeed, and rise to expectations with rigorous
    curriculum, given the proper instruction in the classroom.
        Mr. Harris. Well, as you have said in your testimony, and I
    quote, ``Literacy is the foundation of opportunity, equity and
    civic participation.'' States and teachers I think should
    support learning methods that will push all of our students to
    do their best, not lowering states because others cannot keep
    up, so I do appreciate the testimony, and all of you again for
    your time, and what you have been willing to share today.
        With that, Mr. Chairman, I yield back.
        Mr. Kiley. The Representative of the reigning member of the
    Full Committee, Representative Scott of Virginia is recognized.
        Mr. Scott. Thank you, Mr. Chairman. I want to thank the
    witnesses for being with us today. I noticed we have a State
    Superintendent and a Local Superintendent, and I would ask them
    that the Every Student Succeeds Act requires an identification
    of achievement gaps, and a plan to eliminate those achievement
    gaps. Can you say what is going on in Louisiana and Saraland to
    comply with those requirements?
        Mr. Brumley. Thank you for the question. We are most
    interested in every student in our State getting an outstanding
    education. I think No. 1, it comes with making sure that every
    student has access to high quality teachers, so many of our
    initiatives around cutting vacancies have been really
    impactful.
        Next, making sure that local systems are delivering on
    high-quality instructional materials for students is really
    important. The other piece I think, or two pieces that I think
    work hand in hand, one is a school and system level
    accountability, making sure that systems and schools are doing
    the job that they are tasked to do, and providing the public
    with an honest look at school quality. I think that is
    important.
        Then finally, another piece that matters a lot is tutoring.
    What we have done in our State is made sure that every student
    who is not yet proficient in an academic content area,
    particularly in elementary, receive that additional support
    during the day, but also parents have the opportunity to
    utilize voucher programs in the evenings and in the weekends to
    get additional support beyond the school day.
        I think we have a pretty robust approach to this, and I
    think our results will continue to improve.
        Mr. Scott. Thank you.
        Dr. Harrison.
        Mr. Harrison. Yes. At a local level with what we do,
    obviously we give all of our students formative tests to see
    where they are. From that test and that data, we are able to
    design Tier 2 and Tier 3 instruction to bring them up to the
    level of what their peers are. From that point we coordinate
    with our teachers to ensure that they are receiving the
    scaffolds that they need, so they are not getting left behind
    with Tier 1 instruction.
        There is a very coordinated effort with our teachers at all
    of our schools. We also provide tutoring after school at all of
    our schools at different levels, at different times, depending
    on subject area. We try to provide our students with as many
    opportunities outsides of the school day as well as take care
    of them during the school day with the Tier 2 and Tier 3
    instruction.
        Mr. Scott. While I have got you, Dr. Harrison, the American
    Rescue Plan had money to address lost learning due to Covid.
    What did you do with the money, and did it make a difference?
        Mr. Harrison. For us, with a lot of the money we received
    from the Covid relief, we were able to shift some of the things
    we were paying for, whether it be personnel, and/or medical
    equipment, things of that nature. We were able to provide more
    professional development to our teachers through that funding.
        Mr. Scott. Did it make a difference?
        Mr. Harrison. Yes, sir.
        Mr. Scott. Thank you. Dr. Wingfield, you mentioned equity,
    does that require lowering standards?
        Ms. Wingfield. No. Equity does not require lowering
    standards, and we should always have high expectations for our
    students of all backgrounds. What is important to note is that
    equity requires us finding the appropriate entry point to best
    support that student to bring them to the level of proficiency.
        Mr. Scott. Thank you. Does research suggest that some
    children may or may not respond to one reading instruction
    technique better than others?
        Ms. Wingfield. Yes. Sometimes we have to use different
    techniques to support different kinds of learners.
        Mr. Scott. Ms. Roughton, did you find the same thing, same
    kind of research that some students respond to different
    techniques and strategies for teaching?
        Ms. Roughton. Yes. I mean definitely every child learns in
    unique and different ways, but when we are talking about
    literacy, the science of reading was very clear that this was
    the most successful practice for all children. That was our
    children that were at risk. That was our children with learning
    differences and special needs.
        That was the same story for our proficient or advanced
    children.
        Mr. Scott. Thank you. Dr. Wingfield, can you talk about the
    importance of disaggregated data to properly understand what is
    actually happening?
        Ms. Wingfield. Absolutely. I think throughout this entire
    testimony we talked a lot about growth in school districts, but
    when you look at the data you will see that gaps between white
    students and black students are large, specifically in
    Louisiana. I believe this past year's fourth grade data had a
    32-point difference. What we that indicates to us is that there
    is something happening where it is not accessible to those same
    students, and it does not require again to dumb down our
    curriculum.
        It requires that you find the appropriate entry point to
    bring all students to proficiency. I think too, just very
    quickly, it is very also important to follow that data for
    students with disabilities as well. While the science of
    reading works for all students, I genuinely believe that. It
    does not show up or look the same in every classroom setting,
    again, because of cultural racial linguistic differences, and
    so how can we address those?
        Mr. Scott. Thank you. Mr. Chairman, I would ask the
    witnesses to provide us with any research we actually ought to
    be reviewing. We have talked about science and things like
    that. What rather than give opinions, if you could provide us
    with research we ought to be reviewing, I think it would help
    us to make decisions. Thank you, Mr. Chairman. I yield back.
        Chairman Kiley. Thank you very much to all our witnesses. I
    will now recognize the Ranking Member for closing remarks.
        Ms. Bonamici. Well, thank you very much Mr. Chairman, and
    thank you for your testimony and your expertise, all of the
    witnesses. I agree with Representative Hayes, who was a
    National Teacher of the Year, that you played a great case for
    funding Title I, Title II, Institute of Education Sciences. You
    know, public education in this country has been chronically
    underfunded for decades, and too many students are suffering
    because of it.
        Even though local and State governments are primarily
    responsible for school funding, the Federal Government has a
    very important role to play in closing opportunity gaps.
    Instead of making these critical investments in public
    education, the Trump administration is threatening to dismantle
    the Department of Education, closing the doors of opportunity
    for scores of our Nation's students, and that is a tremendous
    loss of potential.
        I note that those who say ``well, we support Title I, IDEA,
    and these other programs, the Department of Education monitors
    and enforces those programs, and operates them.'' Without the
    Department of Education, we do not know what will happen to
    them.
        The administration and republicans are touting voucher
    schemes as a solution, but as Dr. Wingfield testified, vouchers
    take much needed funding from public schools and give it to
    wealthy families to subsidize sending their kids to private
    schools. Plenty of evidence shows that vouchers do not improve
    the academic outcomes.
        They allow a few students to slip out, but they leave poor
    and rural students to inferior resources and fewer
    opportunities. They lack transparency and accountability, and
    they are a misuse of taxpayer dollars. I will note that the
    majority points to declining NAEP scores as the reason for
    including, excuse me, increasing private voucher schemes and
    predatory school choice initiatives, but they have yet to
    produce any test scores that prove that students who attend
    private schools are outperforming public school students.
        In fact, in Louisiana, voucher students at private schools
    are performing worse on State tests than their peers in public
    schools. That is according to the Times Picayune and the New
    Orleans Advocate. They reported that in 2023 only 14 percent of
    voucher students in grades 3 through 8 met State achievement
    goals, compared with 23 percent of low-income students at
    public schools.
        I would like to enter that into the record, that article,
    Mr. Chairman.
        Chairman Kiley. Without objection.
        [The information of Ms. Bonamici follows:]
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        Ms. Bonamici. According to Education Choice in the 2025
    ranking, Florida and Arizona ranked number 1 and 2 when it
    comes to using public funds to bolster private school choice
    schemes, but this approach has consequences. The NAEP scores
    revealed that both Florida and Arizona fell below the national
    average in eighth grade math and reading.
        Additionally, I would also like to enter into the record a
    report released yesterday by the Education Policy Analysis
    Archives at Arizona State University that comprehensively
    reviewed State voucher laws since 1869.
        That report concluded comprehensively that school vouchers
    have failed students, families and our Nation, draining public
    school funding, and exacerbating inequities without improving
    our Nation's education system, and I would also like to
    introduce that into the record.
        Chairman Kiley. Without objection.
        [The information of Ms. Bonamici follows:]
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        Ms. Bonamici. Thank you. Dr. Brumley claimed that yes, your
    State was not affected by cuts to Federal funding. A recent
    article in KPEL Lafayette News revealed that a superintendent
    was discussing finding the challenges of the Federal funding
    freeze, and said it really caught them off guard, and I would
    like to introduce that into the record as well.
        Chairman Kiley. Without objection.
        [The information of Ms. Bonamici follows:]
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        Ms. Bonamici. Thank you. You know the American public
    school education system faces challenges no doubt, but with 90
    percent of our students enrolled, it will always be the
    foundation on which to build our Nation's future. We need these
    long-term investments, and the research to get students on
    track to success, but also ready for the future.
        We looked at the proliferation, for example, of artificial
    intelligence in schools, and the workforce. That means we need
    to instill creative critical thinking as Representative Burgess
    mentioned. It is important to educate critical thinkers. Years
    of research shows that students who have arts education do
    better in other academic subjects and are more likely to stay
    in school.
        For those of you who want to see academic achievement and
    improvement, I invite you to join on my bipartisan Arts
    Education for All Bill. When we think about NAEP scores, those
    are test scores. Keep in mind there is a mental health crisis
    in our Nation's schools.
        A North Carolina publication recently revealed that nearly
    1 in 5 adolescents in North Carolina suffered from depression,
    and 1 in 10 of the high school students there reported
    attempting suicide. Colleagues, this is a serious issue we
    should be grappling with as well.
        Also, Dr. Brumley, you said parents want their kids to be
    safe. Absolutely they do. After the school shooting at St.
    Helena High School in Greensburg, Louisiana, a high school
    student said my generation is being forced to normalize living
    and learning in constant fear of gunfire ringing out in our
    schools.
        Students who are worried about being gunned down in their
    classroom are in survival mode, they are not focused on getting
    good test scores. Students who live in fear of ICE raids, as
    Representative Lee mentioned, coming into their school and
    taking their classmates.
        They will have trouble focusing on learning, reading and
    math. Finally, Mr. Chairman, I hope we can work together to fix
    our crumbling school buildings, so that every child, regardless
    of their background or their income, can learn in a place that
    reinforces to them that they have a bright future.
        Thank you, I look forward to continuing the conversation on
    these important issues, and I yield back the balance of my
    time.
        Chairman Kiley. Thank you very much. I want to say thank
    you again to our truly outstanding witnesses. I think this was
    a very important hearing, and I want to also thank members on
    both sides for the thoughtful questions, while we might not
    agree on every issue, there seems to be quite a bit of
    agreement that the reading wars are over, that we need to
    return to teaching foundational literacy and foundational
    numeracy.
        I think we have three takeaways from today's hearing. No. 1
    is the stakes. We heard from Ms. Roughton that two thirds of
    kids are not reading at proficiency right now. We also heard
    from Dr. Wingfield, that if you do not read at a proficient
    level by third grade that you are four times more likely to
    drop out of high school.
        The second takeaway is the science. Ms. Roughton said, ``We
    know what works, but it just has not been fully implemented
    across the country.'' Dr. Brumley in Louisiana is calling this
    a back-to-basics approach that involves building foundational
    literacy and numeracy skills.
        Dr. Harrison, in his district in Alabama, has stressed the
    importance of making data base decisions. I think you said that
    you eat, sleep and breath data when it comes to how to best
    assist students.
        Then a third takeaway is the path forward because we have
    seen from the record of our witnesses today that we really can
    be phenomenal results when these things are taught in the right
    way, so Dr. Brumley's State of Louisiana has moved from 50th to
    16th in literacy in a relatively short amount of time.
        In Dr. Harrison's district in Alabama, 257 out of 262 third
    graders actually met proficiency levels, which is you know,
    miles ahead of the national average. It is my hope that the
    work that you have done, and the work that Ms. Roughton's group
    is doing at schools across California and across the country,
    as you have shared today, can serve as an inspiration to school
    leaders and policymakers throughout the country.
        That young people can learn the skills they need early on
    to go from learning to read to reading to learn an can learn
    the foundational math skills that are necessary for the
    workplace, and to navigate a complex world. If we can do that,
    then we can reverse our Nation's educational decline. We can
    help millions of kids have better lives, and our country will
    be a lot better off for it.
        Without objection, there being no further business, the
    Committee stands adjourned.
        [Whereupon, at 12:01 p.m., the Subcommittee was adjourned.]

        [Additional submissions from Representative Lee follows:]
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