PA’s Act 47 is a ‘Promising Start’ for Literacy, But Real Success Forms in the Classroom

A new commentary by education expert Ethan VanNorman warns that Pennsylvania’s ambitious new literacy legislation, Act 47, is only the first step in resolving the state's historically fragmented reading instruction.

Writing in the latest issue of Teach Magazine, Ethan VanNorman argues that while the law establishes critical guardrails, the true test of the legislation will be how effectively school districts support the educators tasked with bringing it to life.

Addressing a Fragmented System

For years, reading outcomes across the Commonwealth have varied drastically from one district to the next. VanNorman points out that this inconsistency has fundamentally underserved Pennsylvania's youngest demographic.

"For too long, reading instruction in this state has been inconsistent," VanNorman writes. "Some schools and teachers have done excellent work, while others have used approaches that were incomplete, inconsistent, or not well aligned with research on how children learn to read. As a result, the outcomes are predictable: some students thrive, some just get by, and too many fall through the cracks."

Act 47 aims to eliminate this guesswork by aligning kindergarten through third-grade instruction with evidence-based practices, effectively signaling that reading methodology can no longer be dictated solely by local preferences.

The Three Pillars of Act 47

The legislation introduces major structural shifts to how literacy is approached in Pennsylvania classrooms:

• Science-Backed Curricula: Mandates the use of evidence-based reading materials grounded in the "Science of Reading" for grades K-3.
• Universal Screenings: Requires students to be screened three times a year in early grades, establishing that early intervention—not just special education pathways—is key to keeping students on track.
• Teacher Support: Dictates mandatory professional development in structured literacy, ensuring teachers receive training that reflects the complexity of their work.

Legislation vs. Implementation

While VanNorman praises these mandates as necessary improvements, he cautions lawmakers and school boards against celebrating prematurely. Passing a bill, he notes, is fundamentally different from educating a child.

The danger moving forward lies in treating policy as a cure-all. To truly shift the needle on literacy, the state must heavily invest in the professional development and day-to-day survival of its frontline educators.

"All of this is good, but none of it is enough by itself," VanNorman concludes. "The mistake now would be to act as if passing a law solves the problem. It does not. Laws create expectations, but they don’t teach children to read. People do."

Read the piece in it's entirety on the Teach Magazine website.