Michigan is in the midst of a critical and necessary shift in how we teach children to read. With bipartisan support, our state is moving toward implementing the Science of Reading, a body of research that provides the most effective, evidence-based methods for literacy instruction. This is a hopeful and long-overdue development.

But there’s a serious blind spot in the rollout: nonpublic school teachers are not included in the Science of Reading training initiatives supported by the state. Teachers in Michigan nonpublic schools are required by the state to have the same certification credentials as those in public schools.  The exclusion of these teachers from Science of Reading training is shortsighted, and it risks leaving behind thousands of Michigan students who all need effective reading instruction.

headshot of a man smiling wearing a bright green tie and dark suit
Brian Broderick is the executive director of the Michigan Association of Nonpublic Schools. (Courtesy photo)

Roughly 10% of Michigan students attend nonpublic schools, many from diverse racial, linguistic, and economic backgrounds. These students, and the teachers who serve them, are part of our statewide education landscape.  Many will attend public schools at some point in their academic careers.  Similarly, many teachers move back and forth between the public and private education sectors. It only makes sense that state-supported professional development opportunities are made available to all state certified teachers, regardless of what building they teach in. 

Literacy is not a public-school-only issue; it is a foundational public good that benefits every community in Michigan. The Science of Reading is not a passing educational trend. It is a well-established field of research combining decades of findings from cognitive science, neuroscience, linguistics and education. It emphasizes that reading is not a natural process; rather, it must be taught explicitly, especially to students who struggle. The core components of reading instruction and acquisition of phonemic awareness, decoding, fluency, vocabulary and comprehension are essential tools every teacher should have the opportunity to master in their teaching repertoire.

Many nonpublic schools serve students from low-income families, immigrant communities, and children with learning differences. These students stand to benefit the most from evidence-based literacy instruction. When their teachers are left out of training opportunities, it deepens the very educational inequities that the state is trying to solve.

Students move between public and nonpublic schools more often than policymakers may realize. Without consistent instructional practices, students face unnecessary disruptions in their learning. A shared foundation in the Science of Reading across all Michigan schools, public and nonpublic, ensures smoother transitions and more consistent support for struggling readers.

Children who read proficiently are more likely to graduate, pursue higher education, contribute to the workforce, and participate fully in civic life. 

The good news is that this is a solvable problem. Michigan’s Department of Education, the Legislature and philanthropic partners could easily expand access to Science of Reading training to include nonpublic educators. A simple policy change or grant expansion could open the door to thousands of teachers ready to do this work.

The state has already shown a strong commitment to improving literacy. But for this movement to succeed, it must be inclusive. The Science of Reading should belong to every educator who wants to help children learn.

When we invest in literacy for all, we all benefit. Let’s ensure that every Michigan child, whether in a public, charter, or nonpublic school, has a teacher trained in the science of how reading works. Anything less is an opportunity missed, and a generation of readers left behind.

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