Phonics Finally Gets Its Due in New York: It took the city’s education bureaucracy 20 years to recognize that the Success Academy approach works.Phonics Finally Gets Its Due in New York:
American students continue to suffer the effects of pandemic learning loss, as this week’s miserable National Assessment of Educational Progress scores demonstrate. But school closures and lockdowns explain only so much. If you truly wish to understand the dysfunction plaguing U.S. public schools, consider the remarkable story of Joel Greenblatt. A hedge-fund manager with no training or experience in education, Mr. Greenblatt nevertheless figured something out 20 years ago that New York City’s sprawling $38 billion school system is only now starting to realize—phonics is the key to early childhood literacy.
In 2005, as chairman of the City Council’s Education Committee, I heard about a school in Queens where the proportion of fourth-graders reading proficiently had doubled, from 36% to 71%, in four years. This school, P.S. 65, was using a phonics-based curriculum called Success for All that had been developed in the 1970s by Robert Slavin and Nancy Madden at Johns Hopkins University. The curriculum’s design was ingenious. It broke down reading skills into bite-sized pieces that children could understand. Students were evaluated every six weeks, placed into small groups at the same level of reading mastery, and taught exactly what they needed to progress to the next level. Success for All’s materials were so detailed and clear that even a relatively inexperienced teacher could use them.
Implementing Success for All didn’t require tons of money or brilliant teachers making heroic sacrifices. All it required was some modest additional funding so that students could learn in small groups for 100 minutes a day. Mr. Greenblatt, who picked up the tab, thought the school could make the money go further by asking other educators—such as the assistant principal or the art teacher—to pitch in.
