Structured adaptation key for scaling literacy programs effectively

During National Teacher Appreciation Week, Susan B. Neuman, a professor and chair at New York University’s Steinhardt School, shared insights on curriculum reforms and the challenges of scaling literacy programs. Neuman emphasizes that while many educational interventions show promise in pilot stages, they often fail to adapt effectively to diverse classroom environments.

Neuman points out that successful small-scale interventions struggle to maintain their impact when expanded across multiple classrooms. This is particularly evident in vocabulary-building programs aimed at reducing opportunity gaps for children in low-income communities. "Curricula do not teach students to read - teachers do," Neuman states, underscoring the importance of supporting educators.

A potential solution lies in "structured adaptation," which balances structured curricula with teacher flexibility. This approach provides teachers with clear objectives and suggested questions but allows them to adjust language and delivery according to their students' needs.

In a study on the World of Words program, teachers maintained core elements while adapting scripts for conversational turn-taking and spontaneity. This method supports teacher agency by allowing them to tailor instruction based on their understanding of student needs.

Structured adaptations also foster consistency without enforcing uniformity, leading to improved language gains and interactive teaching methods. Teachers engaging in responsive dialogue saw notable vocabulary development among students.

For literacy programs to succeed universally, they must be both anchored and adaptive. Schools and curriculum developers are encouraged to define non-negotiable program components, provide professional development for smart adaptations, and focus on quality interactions rather than checklist compliance.

Neuman concludes that scaling up should enhance educational practices by combining evidence-based strategies with educator expertise. She advocates for systems that honor both research findings and the practical realities faced by teachers.

The article also references a national evaluation of K-12 school finance systems conducted by researchers from the Albert Shanker Institute, University of Miami, and Rutgers Graduate School of Education. The project examines reading-related state legislation enacted since 2019 under Neuman's leadership in collaboration with Esther Quintero from the Albert Shanker Institute and Kayla Reist from the University of Virginia.