The Al Shaker Institute (Al Sharker used to head the American Federation of Teachers) has a report on state legislation regarding reading policy and law from last year. Neuman is a pretty solid person in the field. Given the bipartisan nature- it seems like something all of us should be rallying around- and figuring out how to strengthen them and make sure under the equity umbrella that they are being implemented with fidelity with marginalized populations and those with disabilities, teacher education programs are following them, and funding is adequate and marginalized populations are being targeted for intervention especially. It seems like engaging number 3 would be a better use of our time than trying to figure out how to dismantle our field and debating whether, or not "a" says the /a/ sound is oppressive or not...or if 2+2=5- which many in the field are arguing about…there is a breakdown of the bills that have inclusion of English learners as well that is worth looking at…those will likely grow in time. https://www.shankerinstitute.org/read2 Unequal attention to student groups. Dyslexia gets a lot of attention, with laws in 33 states thoroughly addressing students with dyslexia. However, English learners are less emphasized; laws in only 10 states discuss this population in-depth. Reading Reform Across America<https://www.shankerinstitute.org/sites/default/files/2023-07/l... how state legislatures nationwide have responded to these challenges. Specifically, the report examines reading-related legislation enacted between 2019 and 2022. We analyzed a total of 223 bills enacted in 45 states and the District of Columbia, examining over 40 features, such as teacher preparation, professional development, and curriculum, to name a few. Our objective is to provide a robust and granular description of states’ efforts to enhance reading instruction, with the following goals: 1. Foster constructive discussions that support states in developing effective roadmaps for advancing reading reform. 2. Encourage states to devise supplementary policies (e.g., guidance, additional legislation) to address the areas needing improvement identified in this review. 3. Appeal to the research community for assistance in filling legislative gaps, not only to align with current evidence-based principles and practices, but also to adapt to the evolving nature of scientific research. Susan B. Neuman [cid:image001.jpg@01DA90E6.9AF0A170] Susan B. Neuman is a professor of Childhood and Early Literacy at the New York University Steinhardt School of Culture, Education and Human Development. She is a specialist in early literacy development; whose research and teaching interests include early childhood policy, curriculum, and early reading instruction for children who live in poverty. In her role as the U.S. Assistant Secretary for Elementary and Secondary Education, Neuman established the Early Reading First program, developed the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act. She has written more than 100 articles, and authored and edited eleven books, including the three volume Handbook of Early Literacy Research (Guilford Press), Changing the Odds for Children at Risk (Teachers College Press, 2009), Educating the Other America (Brookes, 2008), Multimedia and Literacy Development (Taylor & Francis, 2008), and Giving Our Children a Fighting Chance: Poverty Literacy, and the Development of Information Capital. (Teachers College Press, 2012). Her most recent book is All About Words: Increasing Vocabulary in the Common Core Classroom, Pre-k Through Grade 2 (Teachers College Press, 2013). She received her doctorate from University of the Pacific, Stockton, California.