North Carolina has made significant progress in aligning early literacy instruction with the Science of Reading (SoR). But what happens when school leadership does not prioritize these evidence-based practices — and
families are left to advocate for change on their own?
A new brief from the North Carolina Early Childhood Foundation (NCECF), Limits of Parent Advocacy for Science of Reading-Aligned Instruction in Creating School-Wide Change, examines the challenges families and educators face when trying to influence literacy instruction without systemic support.
This seventh brief in NCECF’s eight-part Science of Reading Implementation series highlights a key tension: while parent advocacy can raise awareness and build momentum, it is often not enough to drive lasting, school-wide change — especially in environments without policy requirements or leadership buy-in.
Drawing on real-world experiences from a North Carolina charter school, the brief reveals:
- Inconsistent instruction persists without leadership alignment. When school leaders do not prioritize SoR, teachers often take individual approaches, leading to uneven literacy practices and outcomes.
- Parent advocacy has limits. Even well-informed, organized advocacy efforts may not overcome institutional resistance in the absence of accountability structures.
- Equity gaps widen without system-wide adoption. Students from higher-income families often access private tutoring, while others rely solely on school-based instruction — making high-quality teaching even more critical.
- Policy alignment matters. Differences in requirements between traditional public schools and charter schools create uneven access to research-based instruction across the state.
The brief underscores a clear takeaway: meaningful change requires coordinated effort across parents, educators, and policymakers. Advocacy is essential, but it must be paired with supportive policy, leadership commitment, and access to professional development.
As North Carolina continues to invest in early literacy, this brief offers important insights into how to ensure every child — regardless of school type — benefits from instruction grounded in what works.
Read the full brief: Download Brief 7