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Recent Editions
Education Slice
National
A new report from the Thomas B. Fordham Institute found that nearly one-third of K-3 teachers still rely on reading instruction methods considered inconsistent with the science of reading, despite growing nationwide reforms promoting phonics-based literacy instruction. The survey of more than 1,200 K-3 educators conducted in fall 2025 found that 30% of teachers do not primarily favor phonics instruction, while many continue using “balanced literacy” approaches that encourage students to identify unfamiliar words through context clues or pictures, a practice known as cueing. Several states have already banned cueing methods. Researchers said about half of surveyed teachers use a “structured approach” focused on phonics, decoding, and related foundational reading skills, but nearly one in three continue using balanced literacy models. Another 30% reported supporting both phonics and cueing equally, while 2% favored cueing over phonics entirely. The report found that understanding and implementation of the science of reading were significantly lower in high-poverty schools, where teacher commitment to evidence-based literacy practices lagged by between nine and 15 percentage points compared to higher-resourced schools. Researchers warned that the disparity could worsen educational inequities if it persists. The science of reading framework emphasizes five pillars of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. However, much of the national debate has focused on phonics instruction and whether increased emphasis on decoding comes at the expense of comprehension and literature exposure. Some teachers interviewed for the report expressed concern that reading instruction reforms have shifted too heavily toward phonics and nonfiction texts, reducing time spent on literature and guided reading practices. Others said the science of reading has dramatically improved students’ reading progress, confidence, and overall learning experience. Fordham researchers recommended requiring science of reading-aligned instruction in teacher preparation programs, implementing reading-focused licensure exams, mandating K-3 literacy training within teachers’ first three years in the classroom, and creating approved curriculum lists to improve consistency in reading instruction nationwide.
Full Issue
Education Slice
California
America’s growing political divide between young men and women is increasingly visible inside schools, according to educators, researchers, and students who say gender-based polarization is reshaping classroom discussions, friendships, activism, and even dating among Generation Z. The divide became especially clear during the 2024 presidential election, when young women strongly backed Democratic nominee Kamala Harris while young men leaned significantly more toward President Donald Trump. Teachers across the country said those divisions are now surfacing in classrooms. Some educators reported that girls speak openly about concerns surrounding safety, rights, and equality, while boys increasingly question whether gender inequality remains a significant issue. Others described growing defensiveness among male students during discussions about feminism and social justice. The divide is also affecting relationships and social interactions. Polling cited in the article found that Gen Z places greater importance on political compatibility in dating than older generations, while teachers observed girls becoming more hesitant to socialize romantically with boys holding opposing political views. Researchers cautioned that the long-term effects of the divide remain unclear.
Full Issue
Education Slice
Texas
America’s growing political divide between young men and women is increasingly visible inside schools, according to educators, researchers, and students who say gender-based polarization is reshaping classroom discussions, friendships, activism, and even dating among Generation Z. The divide became especially clear during the 2024 presidential election, when young women strongly backed Democratic nominee Kamala Harris while young men leaned significantly more toward President Donald Trump. Teachers across the country said those divisions are now surfacing in classrooms. Some educators reported that girls speak openly about concerns surrounding safety, rights, and equality, while boys increasingly question whether gender inequality remains a significant issue. Others described growing defensiveness among male students during discussions about feminism and social justice. The divide is also affecting relationships and social interactions. Polling cited in the article found that Gen Z places greater importance on political compatibility in dating than older generations, while teachers observed girls becoming more hesitant to socialize romantically with boys holding opposing political views. Researchers cautioned that the long-term effects of the divide remain unclear.
Full Issue
Education Slice
Florida
America’s growing political divide between young men and women is increasingly visible inside schools, according to educators, researchers, and students who say gender-based polarization is reshaping classroom discussions, friendships, activism, and even dating among Generation Z. The divide became especially clear during the 2024 presidential election, when young women strongly backed Democratic nominee Kamala Harris while young men leaned significantly more toward President Donald Trump. Teachers across the country said those divisions are now surfacing in classrooms. Some educators reported that girls speak openly about concerns surrounding safety, rights, and equality, while boys increasingly question whether gender inequality remains a significant issue. Others described growing defensiveness among male students during discussions about feminism and social justice. The divide is also affecting relationships and social interactions. Polling cited in the article found that Gen Z places greater importance on political compatibility in dating than older generations, while teachers observed girls becoming more hesitant to socialize romantically with boys holding opposing political views. Researchers cautioned that the long-term effects of the divide remain unclear.
Full Issue
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