Douglas School District touts improved literacy through ‘science of reading’ strategy
By Makenzie Huber, South Dakota Searchlight
It’s out with the new and in with the old again for students in South Dakota’s English and Language Arts classrooms.
The South Dakota Board of Education Standards approved revisions to the English and language arts state standards Monday in Rapid City, aligning them with a once-abandoned instructional approach in hopes of improving students’ reading comprehension.
The revision follows a global debate — often called the “reading wars” — about how best to teach children to read. One camp advocates for phonics, which focuses on the relationship between sounds and letters. The other prefers a “whole language” approach that puts a stronger emphasis on meaning, with some phonics mixed in. A phonics-based approach was widely used in the 20th century until a “balanced literacy” approach that includes phonics but favors whole language gained favor in the 2000s.
Low reading scores in recent years led to a push to reconsider the merits of the phonics-based “science of reading” methodology.
Just under 50% of South Dakota students didn’t meet English and language arts standards last year, according to the state report card.
School district credits science of reading for 50-point jump in proficiency
Studies in recent years have re-ignited interest in phonics as a learning tool, and one South Dakota school district presented results Monday that suggest it can work.
Douglas School District leaders presented the district’s increased literacy rates since implementing science of reading curriculum district-wide in 2021.
Fifty-five percent of Douglas elementary students in the spring of 2019 did not meet expected standards for reading ability, according to district student assessments. The district made systemic changes, such as hiring instructional coaches and allowing all students to apply for Title I interventions, in addition to implementing science of reading methodology.
In the same year the district implemented the science of reading strategy, rates above expected standards increased to 64% of students. That grew to 72% district-wide by the spring of 2024.
“Our teachers are working tirelessly to meet the needs of all students, and this success doesn’t happen overnight,” said Ann Pettit, Douglas executive director of elementary curriculum and instruction.
Board of Education Standards Board President Steve Perkins said the data shows “things can be done” to address English and language arts proficiencies in the state.
The state put $6 million toward training teachers in phonics during the 2024 state legislative session. Part of the funding will go toward courses to train teachers in phonics-based teaching methods, and some will be used to pay for a literacy conference on Science of Reading strategies.
A $54 million Comprehensive Literacy State Development federal grant awarded, meanwhile, is set to help local school districts implement a phonics-based approach over the next five years. The grants will be awarded based on the number of low-income students in a district, and can be used for literacy coach salaries, teacher training or curriculum reviews.
On Monday, Perkins said the changed standards are a “big deal.”
“If kids can’t read — or don’t read to standard is a better way to put it — then we’re shortchanging them,” Perkins said.
The unanimous vote came after a fourth public hearing on the standards.
Board approved Indigenous content standards despite opposition
Board members also approved optional content standards for computer science and the Oceti Sakowin Essential Understandings, which educate students on the culture and traditions of Indigenous South Dakotans.
Several opponents with connections to South Dakota’s tribal nations borders spoke against the Oceti Sakowin Essential Understandings revisions.
Opponents criticized the underrepresentation of Dakota and Nakota tribes in the revised standards, and said there should be a more concerted effort to involve tribes.
“The problem with this process is it was conducted without meaningful, reciprocal, formal tribal consultation,” said Sarah White, founder and executive director of the South Dakota Education Equity Coalition.
White and others asked the board to hold off and reach out to tribal government leaders. But board members unanimously approved the revisions.
South Dakota Department of Education Secretary Joe Graves told board members the revision “was not a rushed process,” and incorporated opinions from a 34-member review committee, as well as tribal education leaders on the Indian Education Advisory Committee.
Perkins told opponents before casting his vote that the changes move the state in the “right direction.” He added that he takes direction from Gov. Larry Rhoden to press “reset” on tribal-state communications.
“What I hear is that what we may have isn’t perfect, and we clearly need to work harder on communication,” Perkins said.
The standards will be available for use by the South Dakota teachers who choose to teach them in fall 2026.
South Dakota Searchlight is part of States Newsroom, a network of news bureaus supported by grants and a coalition of donors as a 501c(3) public charity. South Dakota Searchlight maintains editorial independence.
