Wisconsin’s Reading Crisis Deepens: New Report Shows State’s “Science of Reading” Intervention Falling Short

By Michael Phillips | WIBayNews

A new report from the Legislative Audit Bureau (LAB) has delivered a sobering message for Wisconsin families: the state’s high-profile K–3 reading intervention program—mandated under Act 20 and promoted as a major step toward reversing years of flat literacy rates—is not reaching students early enough, consistently enough, or effectively enough to make a measurable statewide impact.

For parents and taxpayers who were promised a serious course correction in early literacy, the findings raise growing concerns that Wisconsin’s education establishment is squandering another opportunity to fix a crisis that has dragged on for more than a decade.

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A Reading Crisis No One Can Ignore

Wisconsin’s elementary literacy performance has been stagnant or declining for years.
On the 2023 NAEP (Nation’s Report Card), Wisconsin’s fourth-grade reading scores ranked 33rd in the nation, despite the state spending more per pupil than many of its higher-performing neighbors.

The bipartisan reading reform law passed in 2023 was supposed to change that. It required:

• Statewide screening three times per year
• Mandatory reading intervention for struggling students
• Training for teachers in the “science of reading”
• Data reporting to track progress

But according to the LAB, the state’s rollout is failing at the most basic levels.

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Key Findings That Should Concern Every Parent

1. Thousands of struggling students are not receiving required reading interventions.

The audit found that school districts are failing to document—or failing to deliver—interventions mandated under state law.
In some cases, districts could not even prove whether interventions happened at all.

This directly undermines the entire purpose of Act 20.

2. Screening practices are inconsistent across districts.

Despite clear requirements for universal screening, the audit found:

• Some schools screening too late
• Others skipping required assessments
• Widespread inconsistencies in how results were recorded and shared with families

Without reliable early data, schools cannot identify which children are falling behind.

3. Teachers report a lack of training and support.

While Wisconsin has required schools to use materials aligned with the science of reading, many teachers still lack appropriate training—a problem long identified by reading experts.

Some districts continue to rely on outdated methods, including the “balanced literacy” approach that many states have abandoned after decades of poor results.

4. No clear statewide measurement of whether the interventions are working.

The audit notes that DPI has offered little transparency on:

• Which programs districts are using
• Which interventions produce the strongest gains
• How struggling readers progress over time

In other words, the public still has no clear picture of whether Wisconsin’s investment is delivering results.

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Why This Matters: Literacy Is a Gateway to Everything

Poor reading ability is one of the strongest predictors of long-term academic failure, dropout risk, and involvement in the criminal-justice system.

When Wisconsin fails to get early literacy right:

• Achievement gaps widen
• Special-education caseloads rise
• Workforce readiness suffers
• Taxpayers end up funding long-term consequences

This is not a problem that can be solved with slogans or new committees. It requires consistent, measurable action—and accountability.

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Accountability Starts at the Top: DPI Must Answer Hard Questions

The Department of Public Instruction (DPI) is responsible for implementing Act 20, yet the audit suggests a pattern of:

• Weak oversight
• Insufficient district compliance monitoring
• Lack of clear guidance
• Minimal transparency with parents and the public

If Wisconsin is serious about early literacy, DPI must demonstrate:

1. A clear statewide plan for intervention fidelity
2. Real enforcement when districts fail to comply
3. Transparent data reporting so parents can see progress
4. Teacher training that is timely, mandatory, and measurable

Right now, the public is getting none of that.

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Parents Are Demanding Action—Not Excuses

Families across Wisconsin already see the consequences of poor reading instruction. Many report paying out-of-pocket for private tutors while their schools insist they “don’t qualify” for intervention—even when state law says otherwise.

This audit confirms what parents have been saying for years:
Wisconsin’s reading crisis is real, and the system is not fixing itself.

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Where Wisconsin Goes From Here

The LAB has issued 13 recommendations to improve the implementation of Act 20. The Legislature is expected to hold hearings, and lawmakers from both parties are signaling interest in further oversight.

But hearings alone won’t raise a single child’s reading level.

Wisconsin needs:

• Clear enforcement mechanisms for non-compliant districts
• Mandatory reporting of intervention outcomes
• Stronger training requirements for teachers and reading specialists
• Independent literacy experts—not bureaucrats—guiding implementation

A state that spends billions on K-12 education can no longer accept mediocrity as the norm.

Parents, taxpayers, and lawmakers must continue pushing for urgency. The future of Wisconsin’s children—and the state’s long-term competitiveness—depends on it.