Philadelphia ELA Curriculum Review Finds Phonics, Support

Philadelphia school district officials have pledged this will be the year reading proficiency improves. However, a new district research report on the first year of a $25 million K-8 English language arts curriculum overhaul points to significant problems with its rollout.

The report, based on focus groups with over 100 teachers, principals, and administrators, found educators reported serious concerns. These included issues with the curriculum's phonics instruction, a lack of time and resources for students to read full books, and little support for students who start or fall behind. Chief Academic Officer Michael Farrell stated the district has since tweaked its approach, adjusting pacing, adding "flex days," increasing professional development, and reorganizing materials.

State test scores released last year showed K-8 reading scores fell after the curriculum's first year, with about one-third of students reading proficiently. This falls short of the Board of Education's goal for more than half to be proficient by 2030. Scores from the curriculum's second year are delayed at the state level.

Mary Jean Tecce DeCarlo, a clinical professor of literacy at Drexel University, said many concerns were predictable. She echoed worries about the phonics approach, stating, "I think right now, the district is operating... That any phonics instruction is good phonics instruction. It turns out that’s not true."

Teachers Report Phonics Instruction Is Not Effective

Nearly all K-2 teachers and principals reported problems with how the EL Education curriculum taught phonics. Many said the lessons were not direct or explicit enough, leaving them worried it does not effectively teach struggling readers to sound out words.

EL Education states its curriculum is based on the science of reading and includes structured phonics instruction. The organization did not respond to Chalkbeat's questions. Several teachers believed the district's previous phonics materials from programs like Saxon and Fundations were more effective, with some opting to return to them. "When you know better, you do better," one teacher reported. "I feel like this program is going against what we have learned and know to be better."

Educators Find Not Enough Reading for Pleasure

Some teachers reported the curriculum did not allow time to "build a joy of reading." Though it refers to books for lessons, teachers said they often lacked access to copies for students. Most Philadelphia schools do not have libraries, leaving teachers to source materials.

One principal said middle school students wanted to read more full chapter books. "They’re sick and tired of the gist of an excerpt or just reading excerpts," the principal reported. "They’re begging their teachers. Can we just read a couple of chapters and read it straight through?" Other principals agreed, suggesting the curriculum needed adjustment to include more novel-based learning.

Students Behind Grade Level Have Few Supports

Many teachers reported having little time to teach students not yet at grade level. This Tier 2 instruction is essential for students who may join a school partway through the year, a common occurrence in Philadelphia. Teachers said there were no dedicated lessons for this, and they worried about taking time from the fast-paced curriculum.

Superintendent Tony Watlington has previously said he wants more classroom time spent on grade-level work over remedial instruction. However, teachers reported that when students lack foundational skills, they cannot complete the curriculum's demands. Specific interventions for students significantly behind "is not in this curriculum," one teacher stated.