I take issue with Douglas Rooks’ oversimplification of Maine’s National Assessment of Education (NAEP) reading scores as a “progressive education” vs. “back to basics” debate (“Maine Department of Education must lead, not make excuses,” March 20). Today’s reality is more complex. A more accurate discussion must include the changing demographics of our school populations and brain science breakthroughs that inform today’s evidence-based curricula and instruction practices.

Every county in Maine has grown more diverse in the past 10 years. This translates to increased multilingual services and, more importantly, rich opportunities for our children to become responsible global citizens and lifelong learners (Guiding Principles of Maine’s Learning Results).

Maine is one of three states that serves the highest percentages of students with disabilities. According to Pew Research (July 24, 2023), it is 20.5%. These changes require more services, more staff and more interventions. However, these programs either did not exist or were hit-or-miss in the 1980s.

We now know more about brain science and how children learn — resulting in evidence-based curricula and instructional practices. They do not abandon but build on the basics of literacy, math and writing. Let’s acknowledge and celebrate these changes, not turn them into culture war issues.

Mr. Rooks reminds us of the “can do” spirit that motivated educators and policy makers to improve our public school system in the 1980s. We can do it again — only by bringing to the table the reality of today and tomorrow’s world and workplace.

Beth Schultz
Westbrook