Many years ago, I heard a heart-rending story. There was a fourth grader in a school in Southern Maryland who had not learned to read. I'll call him Patrick. A proven reading program, our Success for All model, came to the school and replaced the school's haphazard reading approach with a systematic, phonetic model. By the end of the school year, Patrick was reading near grade level. Toward the end of the year, Patrick's mother came to the school to thank his teacher for what she'd done for him. She showed Patrick's teacher a box in which Patrick had saved every one of his phonetic readers. "Patrick calls this his treasure box," she said. "He says he is going to keep these books forever, so that if he ever has a child of his own, he can teach him how to read."
Here is the importance of this story. If you follow my blogs in the Huffington Post, or other writings on evidence-based practice, they often sound a little dry, full of effect sizes and wonkiness. Yet all of those effect sizes and policy proposals mean nothing unless they are changing the lives of children.
Traditional educational practices are perhaps fine for most kids, but there are millions of kids like Patrick who are not succeeding in school but could be, if they experienced proven programs and practices. Patrick, at age 10, had the foresight to prepare to help his own child someday avoid the pain and humiliation he had experienced. Why is it so hard for caring grownups in positions of authority to come to the same understanding?
There is no problem in education we know more about than early reading failure. There are proven one-to-one and small-group tutoring programs, classroom interventions, and whole-school approaches like Success for All. They differ in costs, impacts, and practicability in various settings, but it is clear that reading failure can be prevented or remediated before third grade for nearly all children. Yet most struggling young readers do not receive any of these programs.
Patrick must be about 30 by now. Perhaps he has a child of his own. Wherever he is, I'm certain he remembers how close he came to a life of illiteracy and failure. I wonder if he still has his treasure box with the books inside it.
Patrick probably does not know where those books came from, the research supporting their use, or the effect sizes from the many evaluations. He doesn't need to be a researcher to understand what happened to him. What he does know is that somehow, someone cared enough to give him an opportunity to learn to read, using a program proven to be effective.
Why does what happened to Patrick have to be such a rare occurrence? If you understand what the evidence means and you see educators and policy makers continuing to ignore it, shouldn't you be furious?
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