In an excellent post, Kristen McQuillan spotlights something that also troubled me about the Fordham report: This curriculum chart was a real mixed bag, and I get worried when supplements, core programs, interventions get commingled... to say nothing of the possibility that respondents were answering with assessments or frameworks.

The Fordham report isn't the only example. Recently, I wrote about the Michigan curriculum list, which mixes foundational skills-only materials and core programs that span phonics and comprehension, with no callouts on the distinctions:

Such an odd signal to send to districts. Ultimately, it says "Phonics patches are cool with us."

Come for this conversation, stay for the “Just Fold in the Cheese” metaphor that is constantly apt in literacy circles: