California State Board Approves Early Literacy Training Programs

State approves 31 teacher development programs aligned with science of reading, unlocking $200 million in funding for districts

By FIRAT Editorial Board

September 9, 2026

Sacramento, California – The California State Board of Education on Wednesday approved 31 early literacy training programs that align with the state's shift to the science of reading, a decision that unlocks access to $200 million in state funding for teacher professional development over the next school year.

The approved list, which the board voted to finalize during its September 8-9 meeting, represents a key milestone in California's ongoing effort to improve elementary literacy instruction. The programs will enable school districts across the state to select training options that emphasize phonics-based reading instruction, a pedagogical approach the state has prioritized following years of declining reading scores among young students.

The approval follows a rigorous review process. Forty-six eligible programs were submitted for consideration by private companies, nonprofit organizations, county offices of education, and universities. After scoring each applicant against 18 required rubrics developed by WestEd, the state contracted research organization, the board narrowed the field to 31 programs.

The process began in 2025 when the state legislature passed Assembly Bill 121, which added Section 33319.6 to the California Education Code. This provision directed the State Board of Education to approve, and the California Department of Education to post, a list of in-service professional development programs meeting established criteria for teaching literacy in transitional kindergarten through fifth grade.

Program Selection and Scoring

The review criteria prioritized evidence-based approaches to reading instruction, with particular emphasis on systematic phonics, decodable text, and explicit instruction in foundational literacy skills. Programs were evaluated on their alignment with the science of reading, evidence of effectiveness, comprehensiveness of curriculum, and adaptability to diverse student populations.

Elizabeth Zagata, a special education program manager at WestEd who led the development of the list for the California Department of Education, emphasized the breadth of approved options.

"California is a large and diverse state, and the range of programs that are proposed for approval include county office programs, bilingual and biliteracy training and programs that have options of different lengths and formats that reflect the diversity of school and district needs across the state."

The highest-rated program on the approved list was California Association for Bilingual Education (CABE), followed by SchoolKit, LLC. Both providers earned strong ratings on 17 of 18 evaluation criteria. Programs scored on evidence of effectiveness, content alignment, and quality of materials.

The lowest-ranking program among the approved 31 came from Amplify Education, a large national educational technology company. The program received a lower score relative to others on the list but still met the minimum threshold for inclusion.

Other prominent California-based training providers on the approved list included Getting Reading Right, developed by the Los Angeles County Office of Education, which has offered instruction on the science of reading to more than 12,000 TK-5 teachers since 2020. Additional approved providers included the Sacramento County Office of Education, the Reading League, and CORE Learning.

District Implementation and Funding Access

School districts may now apply for funding to purchase professional development services from any of the 31 approved providers. The $200 million appropriation includes money for both the training itself and for implementation support such as instructional coaching, curriculum materials, and assessment tools.

The California Department of Education will publish detailed program memos showing how each provider was scored, along with a comparison table allowing districts to evaluate options side-by-side. This transparency aims to help local education agencies select programs that match their specific student populations and instructional priorities.

Districts retain flexibility to select training programs outside the approved list. If a district chooses a program not on the list, it must independently verify that the program aligns with science-of-reading criteria as defined in the state's evaluation framework. However, only programs on the approved list qualify for automatic reimbursement from state funds.

A September 30 deadline set by the Legislature precluded the board from making substantial revisions that would have required an unscheduled follow-up meeting. Board members instead directed the Department of Education to provide detailed information to districts as they begin implementation.

Quality Concerns and Advocacy Input

Some education advocates had urged the state to set a higher quality bar for approved programs. The 37 programs on the original recommended list—before the board removed approximately six lowest-ranked options—ranged from a high of 24 points out of 54 possible on the evaluation rubric.

Critics argued that the extensive list places an undue burden on resource-strapped school districts to vet providers and distinguish between programs of varying quality. They advocated that the state narrow the selection to focus exclusively on the highest-rated literacy programs.

In response, the state changed the list from alphabetical to ranked order, organizing programs from highest to lowest based on weighted evidence scores. The Department of Education also committed to ongoing technical assistance through webinars scheduled for October 2026.

Implications for California Students

The literacy training initiative is part of California's broader early literacy reform package, which includes updated state curriculum frameworks, enhanced screening tools for reading difficulties, and strengthened intervention protocols. These reforms follow years of stagnation in elementary reading performance.

California's English Language Arts/English Language Development Framework was last updated in 2014. The state has since moved toward greater emphasis on systematic phonics instruction, aligning with research consensus on effective early reading instruction.

The science of reading approach emphasizes explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Research has shown this approach benefits all students, particularly those at risk for reading difficulties, including English learners and students with learning disabilities.

The approved training programs vary in duration, format, and instructional focus. Some emphasize foundational skills for early grades, others target intervention for struggling readers, and several address bilingual and biliteracy development. This variety reflects the state's recognition that districts serve diverse student populations with differing needs.

The next major milestone will be the fall implementation of these training programs. The Department of Education will provide ongoing support to districts through technical assistance centers and regional educational labs. State funding for the initiative runs through June 2028, giving districts two school years to complete professional development and implement new instructional practices.

Source

EdSource, September 8, 2026. California Department of Education, Literacy Professional Development Programs criteria and guidance, November 2025. State Board of Education meeting agenda, September 2026.