Antoinette Lee reading her children's painting book to a classroom in St. Cloud, Minnesota.
Sacramento, California – The ongoing debate over how best to teach children to read has flared up once again in the California Legislature, with dueling factions battling over a bill that could dramatically reshape the state’s reading curriculum. The new bill, AB 1121, proposes that all public schools implement a phonics-based approach to teaching reading, based on what is known as the “science of reading.” This approach, which emphasizes decoding words through sounds, is designed to improve literacy rates and address the state’s stagnant reading scores.
The stakes are high. Nearly 60% of third graders in California failed to meet grade-level reading standards last year. Among Black and low-income students, the failure rate soared to over 70%. These dismal results have prompted lawmakers to revisit the question of how to best support struggling readers, with some advocating for a statewide, uniform phonics curriculum. However, opposition to the bill remains fierce, particularly from teachers’ unions and English learner advocates.
Assemblywoman Blanca Rubio, a Democrat from West Covina, is spearheading AB 1121. She believes that phonics-based instruction is crucial for all students, including those learning English as a second language. Rubio’s bill is almost identical to one that failed last year, but she remains hopeful that minor tweaks will help it gain traction this time around.
“It’s personal for me. I’m termed out in four years, and I want to get this done,” Rubio said. “Reading is such a foundational skill, and we need to create the best opportunities for all kids, not just those who can afford after-school tutors.”
Proponents of phonics-based instruction argue that the state’s current system—where schools use a mix of reading curricula—fails to provide the consistency necessary for tracking progress and helping students succeed, especially when they switch schools. The California Reading Coalition, which has lobbied for phonics-based reform, found in a 2022 survey that 80% of the state’s districts still rely on outdated curricula that do not focus enough on phonics.
However, English learner advocates strongly oppose the bill, arguing that it disregards the unique needs of students who are not yet fluent in English. The California Association of Bilingual Education (CABE) has raised concerns that a rigid focus on phonics could leave English learners behind, particularly when phonics instruction does not sufficiently address oral language development and reading comprehension.
Martha Hernandez, executive director of Californians Together, an advocacy group for English learners, called the bill a “non-starter” unless it adopts a broader, more inclusive approach to reading instruction. “Literacy is multi-dimensional,” Hernandez said. “English learners need a more comprehensive approach.”
The divide between proponents and critics of AB 1121 underscores a deeper tension about how to address California’s literacy crisis. Some districts, however, have already seen positive results from phonics-based instruction. For example, Kings Canyon Joint Unified in Fresno County has reported that English learners using a phonics curriculum performed nearly twice as well as their peers statewide on reading tests.
As the battle continues, supporters like Rubio remain committed to ensuring that all students, including English learners, have the tools they need to succeed in school. Governor Gavin Newsom, while not yet taking a position on the bill, has been a vocal advocate for literacy, championing initiatives like dyslexia screenings and funding for literacy coaches.
