Reading the States: The Big Policy Decisions Shaping the Next Generation of Readers

This session opened with a featured keynote interview between Derrell Bradford of 50CAN and Patricia Levesque of ExcelinEd, followed by a panel of state literacy leaders from Arizona, Indiana, Mississippi, and Virginia. Together, they examined how states are navigating policy choices, educational technology, early learning, and leadership transitions to build durable literacy systems.

Keynote Interview: The National Policy and Legislative Landscape 

Derrell Bradford’s interview of Patricia Levesque helped frame the national legislative outlook of the 37 upcoming gubernatorial elections. Levesque highlighted that election years represent major opportunities for policy momentum, with brand-new governors driving bold agendas during their initial terms. She noted that while foundational literacy policies are established in many states, leaders are expanding efforts into adolescent literacy and early math. Levesque outlined five guiding principles for state policy on educational technology and AI: keep the good, get rid of the bad, protect students, empower teachers, and inform parents. She emphasized preserving “productive struggle” in learning, managing declining student enrollments through smart funding choices, and applying the “Three P’s” — policy, program, and political perseverance — to sustain state reforms.

The Future of Literacy Policy, Educational Technology, and AI 

Over the past decade, the national literacy conversation has evolved from adopting foundational science of reading policies toward building systemic capacity, supporting educators, and scaling high-quality implementation. Panelists emphasized that third-grade reading proficiency relies heavily on a strong birth-to-5 continuum. Superintendent Jenna Conway of the Virginia Department of Education highlighted that early assessments, such as the Virginia Kindergarten Readiness Program (VKRP), can predict up to 80%–90% of third-grade reading and math outcomes. To translate policy into classroom results, state leaders like Terri Clark of Read On Arizona stressed the necessity of scaling high-quality instructional materials (HQIM), comprehensive science of reading training, and targeted literacy coaching across all districts.

Addressing the role of educational technology and artificial intelligence (AI), Derrell Bradford cautioned against displacing essential human interactions, urging states to leverage AI for diagnostic support — such as oral reading screeners — while preserving instructional rigor and the critical teacher-student connection. As concerns grow over digital distractions, panelists underscored the importance of protecting “productive struggle” — the cognitive friction necessary for students to deeply master complex reading and writing skills. Consequently, states are seeing an intentional return to physical print materials, paper, and pencil writing in elementary classrooms, reinforcing research showing that physical writing remains vital for deep comprehension and retention.

Systems, Accountability, and Sustainability 

Moving from policy passage to long-term implementation, speakers detailed the structural systems needed to maintain momentum. Amanda Malone, Ph.D., of the Mississippi Department of Education explained that Mississippi’s progress — the “Mississippi Marathon” —  was built with sustainability in mind, training literacy coaches who work directly within schools and using a gradual release model to build district capacity toward self-reliance. Anna Shults of the Indiana Department of Education shared how Indiana maintains high expectations by evaluating school reading performance across three-year assessment averages (IREAD), preventing policy shifts from acting as a “ping-pong ball” and giving educators stability. Bradford added that “no policy stays in place without a crew to protect it,” emphasizing the necessity of protective advocacy coalitions.

Kindergarten Readiness and Early Learning 

Panelists underscored that third-grade proficiency depends heavily on early childhood experiences long before elementary school. Clark shared that Read On Arizona operates on the principle that “it takes eight years to build a reader, and it starts on day one.”Conway also stressed measuring classroom-level teacher-child interactions as the true driver of early quality.

Leadership Transitions and Political Change 

To ensure literacy policies endure across election cycles and administration shifts, speakers stressed the necessity of broad, bipartisan coalitions. Superintendent Conway emphasized that embedding bipartisan support into literacy legislation at its origin allows reforms to survive gubernatorial flips. Clark noted that leadership transitions bring urgency and fresh energy to close achievement gaps. Bradford concluded that because “universal problems get solved” and literacy challenges affect families across all races, incomes, and locations, reading reform presents a unique, universal opportunity for lasting political consensus.