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A recently added carveout to a math interventions bill would exempt some Ohio schools from teaching the science of reading curriculum 鈥� despite a statewide mandate.

Lawmakers in the Ohio House Education Committee recently approved changes to that would excuse Ohio鈥檚 classical schools from having to teach the science of reading, which is based on of research that shows how the human brain learns to read and incorporates phonemic awareness, phonics, fluency, vocabulary and comprehension.

鈥淭his legislature and the governor placed a major emphasis 鈥� on science of reading to great effect, and now is not the time to start carving out loopholes for certain schools,鈥� said Devin Babcock, senior legislative director for ExcelinEd in Action.

Ohio school districts were required to starting with the 2024-25 school year after the law took effect in 2023 through the state鈥檚 two-year operating budget.

The budget gave $86 million for educator professional development, $64 million for curriculum and instructional materials and $18 million for literacy coaches.

鈥淲e鈥檝e held the line as a state for the last few years, as have all the other states that have made this move,鈥� Babcock said.

鈥淚f you鈥檙e a public school taking public money, then let鈥檚 do the best thing for kids and use the science of reading that we鈥檝e adopted here as a state.鈥�

have passed laws or implemented new policies related to evidence-based instruction since 2013, according to Education Week. the second-worst state for fourth-grade reading in 2013 to being ranked 21st in 2022 after implementing science of reading policy.

that follow the K-12 curriculum of Hillsdale College, a Christian liberal arts college in Michigan.

Some tenets of include teaching Latin and a close reading of Western classics, among other things, according to Hillsdale College.

Ohio S.B. 19 鈥� which passed in November 鈥� originated as an academic intervention bill to help students who score below proficient on state assessment tests.

The bill would allow a public school student who scored below proficient in a state assessment test in math or English language arts to receive academic intervention services at no cost.

The Ohio Education Association testified in opposition to the bill in March,

鈥淭he bill is well-intentioned, but the details matter,鈥� OEA President Jeff Wensing said in his testimony. 鈥淭hese tests provide useful information, but classroom educators have more information about a student鈥檚 knowledge and abilities in the subject.鈥�

The bill would require school districts or individual schools to come up with a math achievement improvement plan if 51% or less of the district or school鈥檚 students who took the third-grade math achievement assessment scored at least a proficient score on the assessment.

Under the bill, schools would be required to develop math improvement and monitoring plans for each student that qualifies for math intervention services within 60 days after getting the student鈥檚 third-grade assessment math results.

A math improvement and monitoring plan would identify the student鈥檚 鈥渟pecific math deficiencies,鈥� describe the additional instructional services they will receive, offer a chance for their parent or guardian to be involved, outline a monitoring process and offer high-dosage tutoring at least three days a week.

鈥淔rom the experience of Reading Improvement and Monitoring Plans (RIMPs), I can tell you that this is an onerous task that will often fall on classroom teachers,鈥� Wensing said in his testimony. 鈥淓ducators鈥� time is in too short supply to add more paperwork, administrative tasks and exercises in compliance.鈥�

Ohio Sen. Andrew Brenner, R-Delaware, introduced the bill, which has had five hearings in the Ohio House Education Committee.

is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Ohio Capital Journal maintains editorial independence. Contact Editor David Dewitt for questions: [email protected].

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