ST. PAUL, Minn. – The implementation of the READ Act in Minnesota schools, aimed at improving reading instruction with evidence-based programs like phonics, has been met with concerns from teachers regarding racially insensitive material in the approved curricula. Teachers have alerted state lawmakers to issues such as the lack of diversity in authors and artists, with most materials coming from white creators. This has led to elements intended to promote diversity often featuring inauthentic voices.
Despite the promising initial results of the new structured literacy reading instruction, teachers have pointed out problematic content in the curricula. Examples include white authors telling stories from diverse cultures, outdated references to Indigenous peoples, and illustrations reinforcing stereotypes. The concerns raised highlight a gap between the approved curricula and cultural and racial sensitivity guidelines outlined in the READ Act. While the state has started approving curricula for the program, teachers are advocating for a pause to allow for better vetting of materials.
Sen. Erin Maye Quade, who authored the Senate bill, acknowledges the need for a more thorough review of the content to ensure it meets standards of cultural and racial sensitivity. The ongoing review by the Minnesota Department of Education and the Center For Applied Research and Educational Improvement at the University of Minnesota aims to address these concerns. The state is set to start reimbursing districts for materials next April, but teachers are urging for a more comprehensive review process to avoid disseminating culturally insensitive material to students.