Intentional Chaos & the Urgency of Focus: Keeping Our Eyes on the Work That Matters

Today, the nation's report card (NAEP) was released, and the results are sobering: Oregon fourth graders ranked among the lowest in the country, second to last in math and third worst in reading. Eighth graders, now in their first year of high school, significantly underperformed the national average in math but performed comparatively better in reading, landing near the middle of all states.

That is not just a statistic. It’s a flashing red light, signaling deep inequities in access to high-quality early literacy instruction.

At the same time, we are watching a wave of regressive federal policy shifts unfold: attacks on DEI initiatives, the rollback of protections for queer and transgender youth, and immigration policies designed to incite fear rather than support communities. This week, the administration also paused federal grants. This sweeping and reckless move creates unnecessary fear and instability for schools, nonprofits, and community organizations serving students trying to learn.

None of this is accidental. It is designed to create confusion, to pull focus, and to distract us from the work that truly matters—educating our children.

The Chaos Is the Point

If this moment feels familiar, we’ve been here before.

During the pandemic, chaos and confusion took the place of leadership. Oregon was one of the last states to reopen schools, failing to center students’ learning needs. While some states navigated difficult decisions with an unwavering focus on education, Oregon allowed fear, fragmentation, and political inertia to shape the response. Today's NAEP scores reveal how our children bear the burden of our lack of decision-making.

We cannot afford to repeat that mistake.

At a time of federal instability and regressive policy, state and local leaders have an opportunity—and an obligation—to step up. States like Mississippi, Louisiana, and Tennessee are showing that policy choices, leadership, and investment matter. Oregon should be asking itself: What are we going to do?

Lessons from Bold Leadership

Despite the national trend of declining scores, some states are proving that policy choices, leadership, and investment make a difference.

? Mississippi: Once ranked 47th in 4th-grade reading proficiency, now 10th—a remarkable transformation fueled by strong leadership, evidence-based literacy instruction, and accountability.

? Louisiana: Bucking national trends, now seeing 4th-grade reading scores exceeding pre-pandemic levels, proving that thoughtful investment and systemic change can move the needle.

? Tennessee: For the first time, Tennessee ranks above the national average in both 4th and 8th grade math and ELA and is listed among the top 25 states.

What Oregon Needs to Do

1. Step Up, Not Step Back. When the federal government abdicates its role, states must step up to protect their opportunity infrastructure. This means creating state-backed insurance policies for education and ensuring critical funding isn’t disrupted by political games.
2. Stay Focused on the Main Thing. Teaching children to read is not a political issue. It is the foundation of educational equity, economic mobility, and democracy.
3. Follow the Research. We know what works. Explicit, structured literacy instruction. Professional learning for teachers. Data-informed interventions. Now is not the time to let ideology override evidence.
4. Facilitate Transparency, Honesty, and Trust. Policy changes—whether in schools or at the federal level—must be communicated clearly, with a commitment to truth and accountability.
5. Communicate Early and Often. Parents, educators, businesses, and policymakers must work together. We cannot afford a fractured system where families are left in the dark.

Oregon’s Moment of Choice

Yes, we should fight against harmful policies that threaten equity and inclusion. Let's also recognize that failing to teach our children to read is the greatest threat to educational justice.

The forces trying to distract us want us to be reactionary. They want us so consumed by outrage that we forget to focus on our classrooms, our students, our educators. We cannot let them win.

Instead, let’s double down on what we know works—and fight for the policies, investments, and leadership that will actually change lives.

Now is the time for bold leadership. We cannot wait for someone else to fix this. Other states are showing us what’s possible—what will Oregon do?