Rural Missouri classrooms were the first to use a promising new way to teach students how to read

Ashley Wood, a second-year kindergarten teacher in Phelps County, Missouri, is learning 
to teach her students reading with the new coaching model. (Photo via Missouri Independent)

Teachers in rural Missouri are helping students learn to read with a model that applies the science of reading to student learning, paired with teacher support and coaching. 

Through the Rural Schools Early Literacy Collaborative, literacy coaches from the national nonprofit TNTP "work directly with teachers in [select Missouri] schools, helping them implement structured reading instruction grounded in the science of reading," reports William Hehemann of the Missouri Independent.

Part of the effort includes coaches trained in reading sciences who regularly visit classrooms to observe teachers in action and model foundational lessons with students for practicing teachers. Hehemann explains, "Teachers receive feedback tied directly to classroom instruction. Coaching conversations are specific, practical and immediately applicable, accelerating growth in instructional practice."

The RSELC is working to improve reading proficiency across the state, where a majority of students are struggling. Hehemann reports, "According to the 2024 National Assessment of Educational Progress, only 27% of Missouri fourth-grade students scored at or above the proficient reading level . . . . Improving early literacy is critical because reading proficiency by the end of third grade is closely linked to long-term academic success."

Early data show that students taught with the coaching model have made significant strides in reading skills. "In Rolla Public Schools, more than 94% of first-grade students demonstrated year-long growth in reading after coaching support began," Hehemann writes. "In Dent-Phelps R-III School District, the share of first graders reading at grade level increased from 25.5% in the fall to 89.4% by the spring."

What began as an experiment in one rural Missouri county is "expanding across the state," Hehemann reports. "The coaching model is being implemented in 60 schools statewide. . . . Education leaders say the expansion reflects growing recognition that improving reading outcomes requires not only a strong curriculum but also sustained coaching and support for teachers."

Analysis: College degrees remain good investments, but universities need to foster job preparedness and creativity

On average, college graduates earn $30,000 more salary per year than
high school graduates. (Getty Images photo via The Conversation CC)

Even as more Americans believe that earning a college degree isn't worth the time and expense, research shows that college degrees still offer multiple benefits, including higher lifetime earnings and greater job security.

In her newly released book, Invent Ed, professor and global strategist, Caroline Field Levander argues that "people have lost sight of two factors that made universities great to begin with: invention and creativity," writes Amy Lieberman, an education editor, at The Conversation U.S.

Lieberman asked Levander to share her breakdown on why graduating from an American college or university still benefits degree earners throughout their lifetime. An edited version of Lieberman's Q & A with Levander is shared below.

Lieberman: How can we measure the value of a college degree?
Levander: The average high school graduate over a 40-year career earns $1.6 million, according to 2021 findings by Georgetown University. The average college graduate earns $2.8 million over this same 40-year period. That $1.2 million difference amounts to around $30,000 more salary per year.

Levander points out that U.S. college graduates tend to remain employed and replace a lost job more quickly than high school graduates. "The unemployment rate for people with a high school degree was 4.2% in 2024, according to the U.S. Bureau of Labor Statistics. By contrast, 2.5% of people with a bachelor’s degree and 2.2% of people with a master’s degree were unemployed in 2024."

Lieberman: Do any of these benefits extend beyond individual students?
Levander: Colleges and universities are major employers in their communities – and not just professors and administrators. Higher education institutions employ every trade and kind of worker.

Lieberman: Some people are questioning the value of a degree. What role can universities play in reassuring them of their relevance?
Levander: I believe universities need to teach something else [beyond job force preparation] that is equally valuable: They also need to build creative capacity and an inventive mindset into undergraduate education, as a fundamental return on the investment in education. . . . Employers report that creativity is the top job skill needed today."

Lieberman: What can faculty and students easily do to encourage creativity and innovation?
Levander: Professors can build what I call a 'growth mindset' in the classroom by focusing on success over time, rather than the quick correct answer. . . . Students could also consider committing to trying new courses in areas where they haven’t already been successful. They could approach their college experience with the idea that grades aren’t the only marker of success.

Without federal funding, humanities programs have an uncertain future. Rural places will feel the loss first.

A revitalized high school library funded by Humanities
Montana. (Humanities Montana photo via the Yonder)

Many rural states that depend on money from the National Endowment for the Arts to fund humanities programs have had those dollars cut by the Department of Government Efficiency, reports Nhatt Nichols for The Daily Yonder. The immediate loss of federal money has left communities in some of the most sparely populated parts of the country seeking private donor support, which adds another layer to their challenges.

Humanities Montana is one example of a statewide arts initiative facing the complete loss of NEH support. The program "is one of 56 regional humanities organizations that bring humanities programs to underresourced communities including in rural areas," Nichols writes. "In 2024, over 17,000 people attended a Humanities Montana program, with more than half residing in a rural county."

Montana isn't the only one. "In Alaska, a note on their program’s website states, 'Late on the night of April 2, the Alaska Humanities Forum received a letter from DOGE officials informing them that their NEH operating grant approved by Congress had been illegally terminated effective immediately,'" Nichols reports. "Wisconsin Humanities also has an announcement on its website, noting that 'the loss of NEH funding will likely result in Wisconsin Humanities closing its doors soon.'"

Finding donors within smaller communities will be an ongoing challenge for Humanities Montana. Nichols adds, "The NEH funding provided most of their operating budget; in 2023, the NEH made up 80.9% of their $1,011,229 budget."

Money isn't the only concern. The director of Humanities Montana, Jill Baker, told Nichols, "Our mission is to bring untold stories that can help bring people together and find the humanity in one another. At this moment, that’s a real challenge in and of itself. My worry is that without the public humanities, our divides will grow, we’ll have less opportunities to gather together and have simple civic conversations, to learn from one another.”