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Charlotte

She Was an Education Superstar. Then She Got Blamed for America’s Reading Crisis.

The Atlantic

www.theatlantic.com › magazine › archive › 2024 › 12 › lucy-calkins-child-literacy-teaching-methodology › 680394

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Photographs by Jeff Brown

Until a couple of years ago, Lucy Calkins was, to many American teachers and parents, a minor deity. Thousands of U.S. schools used her curriculum, called Units of Study, to teach children to read and write. Two decades ago, her guiding principles—that children learn best when they love reading, and that teachers should try to inspire that love—became a centerpiece of the curriculum in New York City’s public schools. Her approach spread through an institute she founded at Columbia University’s Teachers College, and traveled further still via teaching materials from her publisher. Many teachers don’t refer to Units of Study by name. They simply say they are “teaching Lucy.”

But now, at the age of 72, Calkins faces the destruction of everything she has worked for. A 2020 report by a nonprofit described Units of Study as “beautifully crafted” but “unlikely to lead to literacy success for all of America’s public schoolchildren.” The criticism became impossible to ignore two years later, when the American Public Media podcast Sold a Story: How Teaching Kids to Read Went So Wrong accused Calkins of being one of the reasons so many American children struggle to read. (The National Assessment of Educational Progress—a test administered by the Department of Education—found in 2022 that roughly one-third of fourth and eighth graders are unable to read at the “basic” level for their age.)

In Sold a Story, the reporter Emily Hanford argued that teachers had fallen for a single, unscientific idea—and that its persistence was holding back American literacy. The idea was that “beginning readers don’t have to sound out words.” That meant teachers were no longer encouraging early learners to use phonics to decode a new word—to say cuh-ah-tuh for “cat,” and so on. Instead, children were expected to figure out the word from the first letter, context clues, or nearby illustrations. But this “cueing” system was not working for large numbers of children, leaving them floundering and frustrated. The result was a reading crisis in America.

The podcast said that “a company and four of its top authors” had sold this “wrong idea” to teachers and politicians. The company was the educational publisher Heinemann, and the authors included the New Zealander Marie Clay, the American duo Irene Fountas and Gay Su Pinnell, and Calkins. The podcast devoted an entire episode, “The Superstar,” to Calkins. In it, Hanford wondered if Calkins was wedded to a “romantic” notion of literacy, where children would fall in love with books and would then somehow, magically, learn to read. Calkins could not see that her system failed poorer children, Hanford argued, because she was “influenced by privilege”; she had written, for instance, that children might learn about the alphabet by picking out letters from their surroundings, such as “the monogram letters on their bath towels.”

In Hanford’s view, it was no surprise if Calkins’s method worked fine for wealthier kids, many of whom arrive at school already starting to read. If they struggled, they could always turn to private tutors, who might give the phonics lessons that their schools were neglecting to provide. But kids without access to private tutors needed to be drilled in phonics, Hanford argued. She backed up her claims by referencing neurological research into how children learn to read—gesturing to a body of evidence known as “the science of reading.” That research demonstrated the importance of regular, explicit phonics instruction, she said, and ran contrary to how American reading teachers were being trained.

Since the podcast aired, “teaching Lucy” has fallen out of fashion. Calkins’s critics say that her refusal to acknowledge the importance of phonics has tainted not just Units of Study—a reading and writing program that stretches up to eighth grade—but her entire educational philosophy, known as “balanced literacy.” Forty states and the District of Columbia have passed laws or implemented policies promoting the science of reading in the past decade, according to Education Week, and publishers are racing to adjust their offerings to embrace that philosophy.

Somehow, the wider debate over how to teach reading has become a referendum on Calkins herself. In September 2023, Teachers College announced that it would dissolve the reading-and-writing-education center that she had founded there. Anti-Lucy sentiment has proliferated, particularly in the city that once championed her methods: Last year, David Banks, then the chancellor of New York City public schools, likened educators who used balanced literacy to lemmings: “We all march right off the side of the mountain,” he said. The New Yorker has described Calkins’s approach as “literacy by vibes,” and in an editorial, the New York Post described her initiative as “a disaster” that had been “imposed on generations of American children.” The headline declared that it had “Ruined Countless Lives.” When the celebrated Harvard cognitive psychologist Steven Pinker shared an article about Calkins on X, he bemoaned “the scandal of ed schools that promote reading quackery.” Queen Lucy has been dethroned.

“I mean, I can say it—it was a little bit like 9/11,” Calkins told me when we spoke at her home this summer. On that day in 2001, she had been driving into New York City, and “literally, I was on the West Side Highway and I saw the plane crash into the tower. Your mind can’t even comprehend what’s happening.” Two decades later, the suggestion that she had harmed children’s learning felt like the same kind of gut punch.

Calkins now concedes that some of the problems identified in Sold a Story were real. But she says that she had followed the research, and was trying to rectify issues even before the podcast debuted: She released her first dedicated phonics units in 2018, and later published a series of “decodable books”—simplified stories that students can easily sound out. Still, she has not managed to satisfy her critics, and on the third day we spent together, she admitted to feeling despondent. “What surprises me is that I feel as if I’ve done it all,” she told me. (Heinemann, Calkins’s publisher, has claimed that the Sold a Story podcast “radically oversimplifies and misrepresents complex literacy issues.”)

The backlash against Calkins strikes some onlookers, even those who are not paid-up Lucy partisans, as unfair. “She wouldn’t have been my choice for the picture on the ‘wanted’ poster,” James Cunningham, a professor emeritus of literacy studies at the University of North Carolina at Chapel Hill, told me. Indeed, over the course of several days spent with Calkins, and many more hours talking with people on all sides of this debate, I came to see her downfall as part of a larger story about the competing currents in American education and the universal desire for an easy, off-the-shelf solution to the country’s reading problems.

The question now is whether Calkins is so much a part of the problem that she cannot be part of the solution. “I’m going to figure this out,” she remembered thinking. “And I’m going to clarify it or I’m going to write some more or speak or do something or, or—fix it.” But can she? Can anyone?

On the last day of the school year in Oceanside, a well-to-do town on Long Island, everyone was just delighted to see Lucy Calkins. The young Yale-educated principal of Fulton Avenue School 8, Frank Zangari, greeted her warmly, and at the end of one lesson, a teacher asked for a selfie.

The lessons I saw stressed the importance of self-expression and empathy with other viewpoints; a group of sixth graders told me about the books they had read that year, which explored being poor in India and growing up Black in 1960s America. In every class, I watched Calkins speak to children with a mixture of intense attention and straightforward challenge; she got down on the floor with a group learning about orcas and frogs and peppered them with questions about how animals breathe. “Could you talk a minute about the writer’s craft?” she asked the sixth graders studying poetry. “Be more specific. Give examples,” she told a fourth grader struggling to write a memoir.

With her slim frame, brown bob, and no-nonsense affect, she reminded me of Nancy Pelosi. “I can’t retire; I don’t have any hobbies,” I overheard her saying to someone later.

School 8 showed the strengths of Calkins’s approach—which is presumably why she had suggested we visit it together. But it also hinted at the downsides. For generations in American public education, there has been a push and pull between two broad camps—one in which teachers are encouraged to directly impart skills and information, and a more progressive one in which children are thought to learn best through firsthand experience. When it comes to reading, the latter approach dominates universities’ education programs and resonates with many teachers; helping children see themselves as readers and writers feels more emotionally satisfying than drilling them on diphthongs and trigraphs.

This tension between the traditionalists and the progressives runs through decades of wrangling over standardized tests and through most of the major curricular controversies in recent memory. Longtime educators tick off the various flash points like Civil War battlefields: outcome-based education, No Child Left Behind, the Common Core. Every time, the pendulum went one way and then the other. “I started teaching elementary school in 1964,” says P. David Pearson, a former dean at the Berkeley School of Education, in California. “And then I went to grad school in, like, ’67, and there’s been a back-to-the-basics swing about every 10 years in the U.S., consistently.”

The progressives’ primary insight is that lessons focused on repetitive instruction and simplified text extracts can be boring for students and teachers alike, and that many children respond more enthusiastically to discovering their own interests. “We’re talking about an approach that treats kids as competent, intellectual meaning makers, versus kids who just need to learn the code,” Maren Aukerman, a professor at the University of Calgary, told me. But opponents see that approach as nebulous and undirected.

My time at School 8 was clearly intended to demonstrate that Units of Study is not hippie nonsense, but a rigorous curriculum that can succeed with the right teachers. “There’s no question in my mind that the philosophy works, but in order to implement it, it takes a lot of work,” Phyllis Harrington, the district superintendent, told me.

School 8 is a happy school with great results. However, while the school uses Calkins’s writing units for all grades, it uses her reading units only from the third grade on. For first and second grades, the school uses Fundations, which is marketed as “a proven approach to Structured Literacy that is aligned with the science of reading.” In other words, it’s a phonics program.

Calkins’s upbringing was financially comfortable but psychologically tough. Both of her parents were doctors, and her father eventually chaired the department of medicine at the University at Buffalo. Calkins’s mother was “the most important, wonderful person in my life, but really brutal,” she told me. If a bed wasn’t made, her mother ripped off the sheets. If a coat wasn’t hung up, her mother dropped it into the basement. When the young Lucy bit her fingernails, her mother tied dancing gloves onto her hands. When she scratched the mosquito bites on her legs, her mother made her wear thick pantyhose at the height of summer.

The nine Calkins children raised sheep and chickens themselves. Her memories of childhood are of horseback riding in the cold, endless hand-me-downs, and little tolerance for bad behavior.

That is why, Calkins told me, “nothing that Emily Hanford has said grates on me more than the damn monogrammed towels.” But she knows that the charge of being privileged and out of touch has stuck. Her friends had warned her about letting me into her home in Dobbs Ferry, a pretty suburb of New York, and I could see why. Her house is idyllic—at the end of a long private drive, shaded by old trees, with a grand piano in the hallway and a Maine-coon cat patrolling the wooden floors. Calkins has profited handsomely from textbook sales and training fees, and in the eyes of some people, that is suspicious. (“Money is the last thing I ever think about,” she told me.)

She became interested in reading and writing because she babysat for the children of the literacy pioneer Donald Graves, whose philosophy can be summarized by one of his most widely cited phrases: “Children want to write.” Even at a young age, she believed in exhaustively prepared fun. “I would plan a bagful of things I would bring over there; I was the best babysitter you could ever have,” she said. “We would do crafts projects, and drama, you know, and I would keep the kids busy all day.”

When Calkins was 14, Graves sent her to be a counselor at a summer camp in rural Maine. She remembers two kids in particular, Sophie and Charlie. Sophie was “so tough and surly, and a kind of overweight, insecure, tough kid,” but she opened up when Calkins took her horseback riding and then asked her to write about it. Charlie loved airplanes, and so she asked him to write about those. The experience cemented her lifelong belief that children should read and write as a form of self-expression.

After graduating from Williams College in 1973, she enrolled in a program in Connecticut that trained teachers to work in disadvantaged districts. She read everything about teaching methods she could find, and traveled to England, where a progressive education revolution was in full swing.

Calkins returned to America determined to spread this empowering philosophy. She earned a doctorate at NYU, and, in 1986, published a book called The Art of Teaching Writing. Later, she expanded her purview to reading instruction.

At the time, the zeitgeist favored an approach known as “whole language.” This advocated independent reading of full books and suggested that children should identify words from context clues rather than arduously sounding them out. Progressives loved it, because it emphasized playfulness and agency. But in practice, whole language had obvious flaws: Some children do appear to pick up reading easily, but many benefit from focused, direct instruction.

This approach influenced Calkins as she developed her teaching philosophy. “Lucy Calkins sides, in most particulars, with the proponents of ‘whole language,’ ” The New York Times reported in 1997. Her heavyweight 2001 book, The Art of Teaching Reading, has only a single chapter on phonics in primary grades; it does note, however, that “researchers emphasize how important it is for children to develop phonemic awareness in kindergarten.”

The author Natalie Wexler has described Calkins’s resulting approach, balanced literacy, as an attempt to create a “peace treaty” in the reading wars: Phonics, yes, if you must, but also writing workshops and independent reading with commercial children’s books, rather than the stuffier grade-level decodable texts and approved extracts. (Defenders of the former method argue that using full books is more cost-efficient, because they can be bought cheaply and used by multiple students.) “If we make our children believe that reading has more to do with matching letters and sounds than with developing relationships with characters like Babar, Madeline, Charlotte, and Ramona,” Calkins wrote, “we do more harm than good.”

Sentences like that are why critics saw balanced literacy as a branding exercise designed to rehabilitate old methods. “It was a strategic rebadging of whole language,” Pamela Snow, a cognitive-psychology professor at La Trobe University, in Australia, told me. Even many of Calkins’s defenders concede that she was too slow to embrace phonics as the evidence for its effectiveness grew. “I think she should have reacted earlier,” Pearson, the former Berkeley dean, told me, but he added: “Once she changed, they were still beating her for what she did eight years ago, not what she was doing last month.”

For the first decades of her career, Calkins was an influential thinker among progressive educators, writing books for teachers. In 2003, though, Joel Klein, then the chancellor of the New York City public schools, suddenly mandated her workshop approach in virtually all of the city’s elementary schools, alongside a separate, much smaller, phonics program. An article in the Times suggested that some saw Klein as “an unwitting captive of the city’s liberal consensus,” but Klein brushed aside the criticisms of balanced literacy. “I don’t believe curriculums are the key to education,” he said. “I believe teachers are.” Now everybody in the city’s public schools would be “teaching Lucy.”

As other districts followed New York’s lead, Units of Study became one of the most popular curricula in the United States. This led, inevitably, to backlash. A philosophy had become a product—an extremely popular and financially successful one. “Once upon a time there was a thoughtful educator who raised some interesting questions about how children were traditionally taught to read and write, and proposed some innovative changes,” the author Barbara Feinberg wrote in 2007. “But as she became famous, critical debate largely ceased: her word became law. Over time, some of her methods became dogmatic and extreme, yet her influence continued to grow.”

You wouldn’t know it from listening to her fiercest detractors, but Calkins has, in fact, continuously updated Units of Study. Unlike Irene Fountas and Gay Su Pinnell, who have stayed quiet during the latest furor and quietly reissued their curriculum with more emphasis on phonics last year, Calkins has even taken on her critics directly. In 2019—the year after she added the dedicated phonics texts to Units of Study—she published an eight-page document called “No One Gets to Own the Term ‘The Science of Reading,’ ” which referred dismissively to “phonics-centric people” and “the new hype about phonics.” This tone drove her opponents mad: Now that Calkins had been forced to adapt, she wanted to decide what the science of reading was?

“Her document is not about the science that I know; it is about Lucy Calkins,” wrote the cognitive neuroscientist Mark Seidenberg, one of the critics interviewed in Sold a Story. “The purpose of the document is to protect her brand, her market share, and her standing among her many followers.”

Talking with Calkins herself, it was hard to nail down to what extent she felt that the criticisms of her earlier work were justified. When I asked her how she was thinking about phonics in the 2000s, she told me: “Every school has a phonics program. And I would always talk about the phonics programs.” She added that she brought phonics specialists to Columbia’s Teachers College several times a year to help train aspiring educators. (James Cunningham, at UNC Chapel Hill, backed this up, telling me, “She was certainly not wearing a sandwich billboard around: DON’T TEACH PHONICS.”)

But still, I asked Calkins, would it be fair to say that phonics wasn’t your bag?

“I felt like phonics was something that you have the phonics experts teach.”

So where does this characterization of you being hostile toward phonics come from?

“Hopefully, you understand I’m not stupid. You would have to be stupid to not teach a 5-year-old phonics.”

But some people didn’t, did they? They were heavily into context and cueing.

“I’ve never heard of a kindergarten teacher who doesn’t teach phonics,” Calkins replied.

Because this is America, the reading debate has become a culture war. When Sold a Story came along in 2022, it resonated with a variety of audiences, including center-left education reformers and parents of children with learning disabilities. But it also galvanized political conservatives. Calkins’s Units of Study was already under attack from the right: In 2021, an article in the Manhattan Institute’s City Journal titled “Units of Indoctrination” had criticized the curriculum, alleging that the way it teaches students to analyze texts “amounts to little more than radical proselytization through literature.”

The podcast was released at an anxious time for American education. During the coronavirus pandemic, many schools—particularly in blue states—were closed for months at a time. Masking in classrooms made it harder for children to lip-read what their teachers were saying. Test scores fell, and have only recently begun to recover.

“Parents had, for a period of time, a front-row seat based on Zoom school,” Annie Ward, a recently retired assistant superintendent in Mamaroneck, New York, told me. She wondered if that fueled a desire for a “back to basics” approach. “If I’m a parent, I want to know the teacher is teaching and my kid is sitting there soaking it up, and I don’t want this loosey-goosey” stuff.

Disgruntled parents quickly gathered online. Moms for Liberty, a right-wing group that started out by opposing school closures and mask mandates, began lobbying state legislators to change school curricula as well. The reading wars began to merge with other controversies, such as how hard schools should push diversity-and-inclusion programs. (The Moms for Liberty website recommends Sold a Story on its resources page.) “We’re failing kids everyday, and Moms for Liberty is calling it out,” a co-founder, Tiffany Justice, told Education Week in October of last year. “The idea that there’s more emphasis placed on diversity in the classroom, rather than teaching kids to read, is alarming at best. That’s criminal.”

Ward’s district was not “teaching Lucy,” but using its own bespoke balanced-literacy curriculum. In the aftermath of the pandemic, Ward told me, the district had several “contentious” meetings, including one in January 2023 where “we had ringers”—attendees who were not parents or community members, but instead seemed to be activists from outside the district. “None of us in the room recognized these people.” That had never happened before.

I had met Ward at a dinner organized by Calkins at her home, which is also the headquarters of Mossflower—the successor to the center that Calkins used to lead at Teachers College. The evening demonstrated that Calkins still has star power. On short notice, she had managed to assemble half a dozen superintendents, assistant superintendents, and principals from New York districts.

“Any kind of disruption like this has you think very carefully about what you’re doing,” Edgar McIntosh, an assistant superintendent in Scarsdale, told me. But he, like several others, was frustrated by the debate. During his time as an elementary-school teacher, he had discovered that some children could decode words—the basic skill developed by phonics—but struggled with their meaning. He worried that parents’ clamor for more phonics might come at the expense of teachers’ attention to fluency and comprehension. Raymond Sanchez, the superintendent of Tarrytown’s school district, said principals should be able to explain how they were adding more phonics or decodable texts to existing programs, rather than having “to throw everything out and find a series that has a sticker that says ‘science of reading’ on it.”

This, to me, is the key to the anti-Lucy puzzle. Hanford’s reporting was thorough and necessary, but its conclusion—that whole language or balanced literacy would be replaced by a shifting, research-based movement—is hard to reconcile with how American education actually works. The science of reading started as a neutral description of a set of principles, but it has now become a brand name, another off-the-shelf solution to America’s educational problems. The answer to those problems might not be to swap out one commercial curriculum package for another—but that’s what the system is set up to enable.

Gail Dahling-Hench, the assistant superintendent in Madison, Connecticut, has experienced this pressure firsthand. Her district’s schools don’t “teach Lucy” but instead follow a bespoke local curriculum that, she says, uses classroom elements associated with balanced literacy, such as the workshop model of students studying together in small groups, while also emphasizing phonics. That didn’t stop them from running afoul of the new science-of-reading laws.

In 2021, Connecticut passed a “Right to Read” law mandating that schools choose a K–3 curriculum from an approved list of options that are considered compliant with the science of reading. Afterward, Dahling-Hench’s district was denied a waiver to keep using its own curriculum. (Eighty-five districts and charter schools in Connecticut applied for a waiver, but only 17 were successful.) “I think they got wrapped around the axle of thinking that programs deliver instruction, and not teachers,” she told me.

Dahling-Hench said the state gave her no useful explanation for its decision—nor has it outlined the penalties for noncompliance. She has decided to stick with the bespoke curriculum, because she thinks it’s working. According to test scores released a few days after our conversation, her district is among the best-performing in the state.

Keeping the current curriculum also avoids the cost of preparing teachers and administrators to use a new one—a transition that would be expensive even for a tiny district like hers, with just five schools. “It can look like $150,000 to $800,000 depending on which program you’re looking at, but that’s a onetime cost,” Dahling-Hench said. Then you need to factor in annual costs, such as new workbooks.

You can’t understand this controversy without appreciating the sums involved. Refreshing a curriculum can cost a state millions of dollars. People on both sides will therefore suggest that their opponents are motivated by money—either saving their favored curriculum to keep the profits flowing, or getting rich through selling school boards an entirely new one. Talking with teachers and researchers, I heard widespread frustration with America’s commercial approach to literacy education. Politicians and bureaucrats tend to love the idea of a packaged solution—Buy this and make all your problems go away!—but the perfect curriculum does not exist.

“If you gave me any curriculum, I could find ways to improve it,” Aukerman, at the University of Calgary, told me. She thinks that when a teaching method falls out of fashion, its champions are often personally vilified, regardless of their good faith or expertise. In the case of Lucy Calkins and balanced literacy, Aukerman said, “If it weren’t her, it would be someone else.”

Jeff Brown for The Atlantic

One obvious question about the science of reading is, well … what is it? The evidence for some kind of explicit phonics instruction is compelling, and states such as Mississippi, which has adopted early screening to identify children who struggle to read—and which holds back third graders if necessary—appear to be improving their test scores. Beyond that, though, things get messy.

Dig into this subject, and you can find frontline teachers and credentialed professors who contest every part of the consensus. And I mean every part: Some academics don’t even think there’s a reading crisis at all.

American schools might be ditching Units of Study, but balanced literacy still has its defenders. A 2022 analysis in England, which mandates phonics, found that systematic reviews “do not support a synthetic phonics orientation to the teaching of reading; they suggest that a balanced-instruction approach is most likely to be successful.”

The data on the effects of specific methods can be conflicting and confusing, which is not unusual for education studies, or psychological research more generally. I feel sorry for any well-intentioned superintendent or state legislator trying to make sense of it all. One of the classrooms at Oceanside School 8 had a wall display devoted to “growth mindset,” a fashionable intervention that encourages children to believe that instead of their intelligence and ability being fixed, they can learn and evolve. Hoping to improve test scores, many schools have spent thousands of dollars each implementing “growth mindset” lessons, which proponents once argued should be a “national education priority.” (Some proponents also hoped, earnestly, that the approach could help bring peace to the Middle East.) But in the two decades since growth mindset first became ubiquitous, the lofty claims made about its promise have come down to earth.

Keeping up with all of this is more than any teacher—more than any school board, even—can reasonably be expected to do. After I got in touch with her, Emily Hanford sent me seven emails with links to studies and background reading; I left Calkins’s house loaded down with units of her curricula for younger students. More followed in the mail.

Even the most modest pronouncements about what’s happening in American schools are difficult to verify, because of the sheer number of districts, teachers, and pupils involved. In Sold a Story, Hanford suggested that some schools were succeeding with Units of Study only because parents hired personal tutors for their children. But corroborating this with data is impossible. “I haven’t figured out a way to quantify it, except in a very strong anecdotal way,” Hanford told me.

Some teachers love “teaching Lucy,” and others hate it. Is one group delusional? And if so, which one? Jenna and Christina, who have both taught kindergarten in New York using Units of Study, told me that the curriculum was too invested in the idea of children as “readers” and “writers” without giving them the basic skills needed to read and write. (They asked to be identified only by their first names in case of professional reprisals.) “It’s a piece of shit,” Christina said. She added: “We’re expecting them to apply skills that we haven’t taught them and that they aren’t coming to school with. I’ve been trying to express that there’s a problem and I get called negative.” Jenna had resorted to a covert strategy, secretly teaching phonics for up to 90 minutes a day instead of the brief lessons she was instructed to provide.

But for every Jenna or Christina, there’s a Latasha Holt. After a decade as a third- and fourth-grade teacher in Arkansas, Holt is now an associate professor of elementary literacy at the University of Louisiana at Lafayette, where she has watched from the sidelines as the tide turned against Calkins. “The dismantling of this thing, it got to me, because I had taught under Units of Study,” she told me. “I’ve used it, and I knew how good it was. I had lived it; I’ve seen it work; I knew it was good for kids.”

Aubrey Kinat is a third-grade teacher in Texas who recently left her position at a public school because it decided to drop Units of Study. (The school now uses another curriculum, which was deemed to align better with the science of reading.) Suddenly, she was pushed away from full novels and toward approved excerpts, and her lessons became much more heavily scripted. “I felt like I was talking so much,” she told me. “It took the joy out of it.”

For many school boards facing newly politicized parents who came out of the pandemic with strong opinions, ditching Lucy has had the happy side effect of giving adults much more control over what children read. Calkins and some of her dinner guests had suggested that this might be the true reason for the animus around independent reading. “I do start to wonder if this really is about wanting to move everybody towards textbooks,” Calkins said.

Eighteen months after her series launched, Hanford returned in April 2024 with two follow-up episodes of Sold a Story, which took a less polemical tone. Unsurprisingly so: Calkins had lost, and she had won.

The science of reading is the new consensus in education, and its advocates are the new establishment. It is now on the hook for the curriculum changes that it prompted—and for America’s reading performance more generally. That is an uncomfortable position for those who care more about research than about winning political fights.

Some of the neuroscience underpinning Sold a Story was provided by Seidenberg, a professor emeritus at the University of Wisconsin at Madison. (He did not respond to an interview request.) Since the series aired, he has welcomed the move away from Units of Study, but he has also warned that “none of the other major commercial curricula that are currently available were based on the relevant science from the ground up.”

Because the usefulness of phonics is one of the few science-of-reading conclusions that is immediately comprehensible to laypeople, “phonics” has come to stand in for the whole philosophy. In a blog post last year, Seidenberg lamented that, on a recent Zoom call, a teacher had asked if they needed to keep teaching phonemic awareness once children were good readers. (The answer is no: Sounding out letters is what you do until the process becomes automatic.) Seidenberg now worried that the science of reading is “at risk of turning into a new pedagogical dogma.”

Hanford has also expressed ambivalence about the effects of Sold a Story. She compared the situation to the aftermath of No Child Left Behind, a George W. Bush–era federal education initiative that heavily promoted a literacy program called Reading First. “It became focused on products and programs,” Hanford told me, adding that the ethos turned into “get rid of whole language and buy something else.” However, she is glad that the importance of phonics—and the research backing it—is now more widely understood, because she thinks this can break the cycle of revolution and counterrevolution. She added that whenever she talks with lawmakers, she stresses the importance of continuing to listen to teachers.

What about her portrait of Calkins as rich, privileged, oblivious? Forget the monogrammed towels, I told Hanford; there is a more benign explanation for Calkins’s worldview: Everywhere she goes, she meets people, like the teachers and children in Oceanside, who are overjoyed to see her, and keen to tell her how much they love Units of Study.

But Hanford told me that she’d included the towels line because “the vast majority of teachers, especially elementary-school teachers, in America are white, middle-class women.” Many of these women, she thought, had enjoyed school themselves and didn’t intuitively know what it was like to struggle with learning to read and write.

Reporting this story, I was reminded again and again that education is both a mass phenomenon and a deeply personal one. People I spoke with would say things like Well, he’s never done any classroom research. She’s never been a teacher. They don’t understand things the way I do. The education professors would complain that the cognitive scientists didn’t understand the history of the reading wars, while the scientists would complain that the education professors didn’t understand the latest peer-reviewed research. Meanwhile, a teacher must command a class that includes students with dyslexia as well as those who find reading a breeze, and kids whose parents read to them every night alongside children who don’t speak English at home. At the same time, school boards and state legislators, faced with angry parents and a welter of conflicting testimony, must answer a simple question: Should we be “teaching Lucy,” or not?

No matter how painful the past few years have been, though, Calkins is determined to keep fighting for her legacy. At 72, she has both the energy to start over again at Mossflower and the pragmatism to have promised her estate to further the cause once she’s gone. She still has a “ferocious” drive, she told me, and a deep conviction in her methods, even as they evolve. She does not want “to pretend it’s a brand-new approach,” she said, “when in fact we’ve just been learning; we’re just incorporating more things that we’ve learned.”

But now that balanced literacy is as unfashionable as whole language, Calkins is trying to come up with a new name for her program. She thought she might try “comprehensive literacy”—or maybe “rebalancing literacy.” Whatever it takes for America to once again feel confident about “teaching Lucy.”

This article appears in the December 2024 print edition with the headline “Teaching Lucy.” When you buy a book using a link on this page, we receive a commission. Thank you for supporting The Atlantic.

Does America Want Chaos?

The Atlantic

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One thing tomorrow’s election will test is Americans’ appetite for chaos, particularly the kind that Donald Trump has been exhibiting in the last few months of his campaign. After weeks of running a disciplined campaign, Trump’s advisers lost control of their candidate, the Atlantic staff writer Tim Alberta reported this week. Trump grew restless and bored and drifted off script in his campaign appearances. During a summer interview with the National Association of Black Journalists, for example, he mused aloud about Kamala Harris, “I don’t know. Is she Indian or is she Black?” From the perspective of his advisers, Trump’s string of offensive public statements needlessly alienated potential voters. Members of Trump’s campaign staff told Alberta that they became disillusioned about their ability to rein in their candidate and left the campaign.

Will this unleashed version of Trump affect the election outcome? In this week’s episode of Radio Atlantic, we talk with Alberta and another Atlantic staff writer, Mark Leibovich, about how candidate Trump transformed over the summer, how Kamala Harris’s campaign reacted, where each campaign stands now, and what it means for the election. Alberta and Leibovich also offer tips on how to manage your inner chaos while watching the election results.

The following is a transcript of the episode:

Hanna Rosin: I’m Hanna Rosin, and this is a bonus episode of Radio Atlantic. We are recording the Monday before Election Day. The candidates are furiously campaigning in the swing states. At some point, their planes were on the same tarmac in North Carolina.

Over the weekend, Donald Trump mused about shooting reporters; Kamala Harris said normal campaign things. And yet the race is still one of the closest in American history.

Anyway, in this episode, I want to get the inside view of both political campaigns in their last days. So I have with me today two seasoned political reporters, Mark Leibovich. Hi, Mark.

Mark Leibovich: Hi, Hanna.

Rosin: And Tim Alberta. Hi, Tim.

Tim Alberta: Hi, Hanna. Hi, Mark.

Leibovich: Hi, Tim. Isn’t it good to be seasoned today?

Alberta: I’m feeling very seasoned.

Rosin: Yeah, that’s a cliché word. It doesn’t mean old. What’s a more flattering word than seasoned? Like, experienced? Or longtime? Longtime: that’s flattering, I think.

Leibovich: It’s definitely flattering.

Alberta: We don’t use veteran.

Rosin: No, veteran is old. How about active?

Leibovich: Yeah, we’re very active. Yeah. Can you tell by our voices?

Rosin: (Laughs.) Anyway, Mark, I understand you’re writing up a preelection guide to how to approach Tuesday night.

Leibovich: Basically, I’m trying to collect a helpful toolkit to how to approach Election Day from sort of a practical standpoint as far as what information you can ignore, but also a habit or even mindfulness standpoint about how to not drive yourself needlessly crazy, how not to be triggered by the kinds of things that Election Night coverage will probably overload you with.

And that includes Donald Trump probably declaring victory wildly prematurely or erroneously, which, I mean, will be news because he’s one of the candidates, but it also should surprise no one. And there are ways to kind of condition yourself, or try to, going into what tomorrow night will be like—which will be obviously very anxious for a lot of people.

Rosin: I see. So instead of “We know it’s going to be like that,” like, “We know that we don’t have enough information.”

We know that there probably isn’t going to be, sort of, instant early clarity. So you’re going into it eyes wide open, doing what? Like, what? Because maybe Tim needs this advice.

Leibovich: Well, I’m trying. Well, I think we all need this advice, Hanna. I mean, I think it’s an approach to how we consume information, how we get information.

I talked to a couple of Democratic consultants who said that one of the first things they do is turn off all their text notifications, because any kind of text notification is designed to trigger you on Election Night.

There is a lot of manipulation of your emotions before the actual only information that is necessary, which, the most valuable information is going to come in probably after 11 o’clock, or quite late. It could be days later. The idea is the news will find you. Turn off your phone if you can. Information is coming in haphazardly from a million different directions, out of order, in no particular sequence whatsoever, about something that has already happened—meaning the voting has already happened. So no control is there. This is basically just people throwing information out in no order, and it is not necessarily—

Rosin: It’s not cumulative and it’s not adding up to—

Leibovich: —Not cumulative.

Rosin: Exactly. Exactly.

Leibovich: So anyway, that’s one reason you can skip that part.

Rosin: Interesting. Tim, do you think you could do that?

Alberta: I fear that in the attempt to not drive myself crazy, I would drive myself crazy. In other words, you would find your brain stacking up with all of the things that other people know that you don’t, because in that moment you have decided to sequester yourself or at least to sort of rigidly compartmentalize your emotions and your brain waves and your political intake.

And therefore the exit polling showing the number of non-college whites in Maricopa County breaking away from Trump is lost on you in that pivotal moment, when that could be the little parcel of information that is necessary for you to believe that you have finally figured out this electoral equation and that you have a bead on it in this moment.

It’s a game of inches, and the inches are everywhere around us, Hanna. So how could I give up any of those inches when we are so close to the end of the game? I want the zen that Mark is offering, but I just don’t find it realistic.

Rosin: Hmm. You know how sometimes you start with the moment of meditation? We’ll consider that our moment of meditation, and now we’re gonna go into the stressful part of this conversation. So, Tim, you’ve been covering the Republican side closely, and you recently spent a lot of time talking to Trump’s advisers.

How would you describe the state of the campaign in the weeks before the election?

Alberta: I would describe it as something slightly removed from the serenity that Mark has described for us.

Rosin: Yes. Okay. Yeah.

Alberta: Yeah, look, Hanna, I think the context here is really important: that this Trump campaign, unlike the previous two, was for the majority of its time in operation, really pretty disciplined, pretty smart.

The people running the campaign had done a pretty good job of keeping Trump out of his own way and talking him out of bad ideas and sort of curbing some of his most self-destructive impulses. And what we’ve seen in the last couple of months is basically Trump going full Trump, and an inability among those senior advisers to really do anything to stop it.

This has been kind of the proverbial slow-motion car wreck. And, you know, it’s not just Trump himself, although of course he is the inspiration for the chaos. He is the generator of all of the turmoil that you see.

He is at the center of this chaos, but the chaos ripples out away from him. And so when you ask yourself the question of how could it be that at the most important public event of the campaign, with 20,000-plus jammed into Madison Square Garden in prime time, the whole world watching, and you pay a million dollars to put on this event, and the guy who kicks it off is a vulgar, shock jock, insult-roast comedian who was dropped by his own talent agency for using racial slurs onstage—how could this person possibly be booked into that position to open for Trump in that environment? It’s exactly the sort of thing that the people around him had been really successful in avoiding for most of the campaign. But ultimately, in the key home stretch here, in the sort of the witching hours of this campaign, it’s all fallen apart.

Rosin: Mark, same for the Democrats. How would you describe where they are?

Leibovich: I would say I’ve talked to a fair number of Democrats on the campaign in the last few days.

It feels like something approaching the general area of the ballpark of confidence.

Rosin: Interesting! Anomalous for Democrats.

Leibovich: Well, they are so incredibly quick to embrace bad news and to go right from bad news to deep levels of doomsaying. I’ve not seen that in the last few days.

I mean, look, I think their numbers internally seem a little better. I think a lot of the external polls have been encouraging. And I think you can’t underestimate how much of a train wreck Trump’s last 10 days have been, in a way that, if he loses, I think people will very much point to.

Rosin: So, Mark, I remember we sat here in the spring and discussed how absolutely stagnant this race would be. Like, we were just sleepwalking into a repeat.

Leibovich: But it was a great podcast. Everyone should listen to it again. (Laughs.)

Rosin: But it was very, you know—we didn’t have much to say. And then for everybody, the reset button got pressed in July.

Tim, the full Trump who we’ve seen on the campaign trail for the last few months started, actually, according to your account, before Harris entered the race. So what happened?

Alberta: I think that maybe the proper visual here, Hanna, is like the wild animal that has chased down its prey and has mauled it mostly to death and is now just sort of pawing at it, toying with it, unsure of really what to do because, well, what’s left to do?

Donald Trump really found himself, according to all the reporting I did, sort of over it. Sort of bored with running against Joe Biden. Because here is, in his view, this sort of hapless old man who can’t even string together sentences, much less really defend himself or go on offense in a meaningful way against Trump. And so I think that he’s looking at Joe Biden thinking, Gosh this is sort of a bore, and around this time, of course, in late June, early July, Trump’s polling is better than it’s ever been in any of his three campaigns for the presidency.

The battleground polling is showing him consistently pulling ahead five, six, seven points across all of these states. The national polling is up. His favorability is up. Democrats are preparing for a bloodbath not just to lose the presidency but to lose the House and the Senate, and it’s, you know, The sky is falling. And everyone around Trump is sort of giddy and gleeful. They’re looking around like, Nothing can stop us.

And around this time is when you started to see Trump talking a little bit differently, behaving a little bit differently, according to people close to him—almost looking for some disorder and some mayhem to inject into the campaign. He starts talking to people on the outside. And when Kamala Harris gets in the race, he was angry, on the one hand, because he thought he had it sort of sewn up against Biden, and he liked running against Biden in the sense that Biden really, you know, couldn’t punch back.

But I think also he’s sort of excited in the sense that with Harris, he’s got this live target. He’s able to channel some of the base instincts that brought him to power in the first place. You know, Trump, I think, viewed the Harris switcheroo as a new lease on life in the sense that he was going to be able to go whole hog again.

But the people around him were saying, No, no, no, no. That’s exactly what we don’t want you to do. And frankly, the reason you’re in this position is because you’ve listened to us and because you haven’t been going rogue and running the kind of, you know, totally undisciplined #YOLO 2016 campaign that you would like to run and that you would run if you were left to your own devices. And around that time is when Trump started to lose confidence in those people who were giving him that advice, and he brought in other people to help with the campaign, and from there things really started to spiral.

Rosin: So, Mark, how are Democrats responding as Trump is reasserting this peak-Trump version of himself?

Leibovich: I think in a kind of measured way. I mean, I think, look, the peak Trump pretty much speaks for itself. It’s not like you need people to amplify. I mean, to some degree you do, because outlets that a lot of Republicans watch—like, say, Fox—are going to be insulated from a lot of this, because just Fox doesn’t show it.

I mean, that’s just not their point of emphasis, But I think they’ve been very deft—they’ve made a lot of ads around the kind of changing abortion messaging. I mean, even Melania Trump saying that she believes in a woman’s right to choose, things like that, to some degree, they’re trying to highlight it, but to another degree—this is a big political-operative cliché, but they are running their race.

And I think the Democrats, beginning when Biden stepped aside, I think Harris has performed much better than a lot of people thought she would, and I think her campaign has made a lot of good decisions, and she herself has made a lot of good decisions.

Rosin: It does, from the outside, seem exactly the opposite of the chaos inside the Trump campaign that Tim described, because if you think back to when Biden dropped out, there was some worry that the transition might not be smooth.

Leibovich: Oh, 100 percent. I mean, Tim and I, remember, we were at the Republican convention together, and that was such a moment, because Trump was really kind of at his peak then, which is kind of ironic to say, because the assassination attempt had taken place two days before the convention started. But his popularity, I mean—there was a sense of confidence at that convention which was just off the charts to a degree to which you could almost sense the boredom creeping into Trump when he’s giving this acceptance speech, and I guess it was Thursday night, and then about halfway through, he just kind of went off the rails, and he just sort of—it became just a very unhinged acceptance speech, went from kind of a gripping one where he’s describing the assassination attempt to something completely different, which kind of became a metaphor for how the rest of the campaign would unfurl for him.

And of course, three days later, Biden got out and then the world changed again.

Rosin: All right, up next, I ask Tim and Mark whether the chaotic final months of the Trump campaign could end up costing him the election. That’s after the break.

[Break]

Rosin: So from a campaign manager’s perspective, the chaos is disturbing, but what we actually care about is whether it has any impact on voting day. Tim, so what are the ways the drama you describe could affect the election? Like, say, turnout or whatever it is that we’re worried about?

Alberta: Well, look, if these episodes were contained to just Trump being a little bit goofy or going off message and sort of ranting and raving about the latest person who said something very nasty about him on cable news, I don’t think it would have much real-world effect. But I think that some of what we’re unpacking here over these past 10, 11, 12 weeks, Hanna, is something that actually gets to a fundamental weakness, which is a failure of the Trump team to expand its coalition.

Or at the very least what we’re seeing is the way in which the potential of expanding the Trump coalition has been undermined by Trump’s own actions or by the people close to him. So, for example, we know based on six months of really solid, consistent data that Trump is likely to perform better with Latino voters as a whole and particularly with Latino men under 40 than any Republican nominee in modern history.

And yet, when the dominant headline coming out of your rally at Madison Square Garden the week before the election is that one of your speakers calls the island of Puerto Rico floating trash in the ocean, this is self-sabotage.

Another core component of this Trump campaign, from the beginning, has been How do we keep our margins tight in the suburbs outside of Detroit and Milwaukee and Philly and Vegas and elsewhere? How do we keep our margins tight with these college-educated, suburban women? We’re not going to win them, right? But how do we manage to keep it close? How do we lose them by just seven or eight points instead of by 16, 17, 18, 20 points?

And when you look at, for example, the selection of J. D. Vance and, you know, his old, greatest-hits reel around childless cat ladies, and he thinks abortion should be illegal nationwide, right?

And there’s just something that sort of went fundamentally awry over the summer. I think Mark is right. Both of us were remarking at the convention about how it was effectively an early Election Night victory party. I mean, they weren’t even—Republicans in Milwaukee weren’t even talking about the campaign as if it were going to be competitive. It was already over. The fat lady was singing onstage in prime time in Milwaukee. And yet, I remember corresponding with several smart Republicans—Trump supporters—while I was there, and they were a little bit nervous about the Vance selection. And then on Thursday night, to Mark’s point, Trump gives this sort of weird, meandering speech that seems to squander a lot of the goodwill that he had coming into that event because of the assassination attempt. And it felt like between those two things—the Vance selection and then the speech—and then, you know, 24 hours after leaving Milwaukee, Biden gets out, Harris takes over the ticket, and suddenly, those dominoes started to fall.

And what we saw was all of the best-laid plans of the Trump operation go awry. And it wasn’t just surface-level things where we say, Oh, that was sort of silly he said that. Or Oh, this was an unforced error, but it’ll be a quick news cycle and blow over. Some of what we’ve seen, I think, will have a real impact at the ballot box.

Rosin: So what you’re describing is a campaign strategy that is fairly traditional that they were following fairly successfully, which is: try and win over, you know, some middle-of-the-road voters, or at least not massively alienate those people.

But, Trump has been running a very different kind of campaign—like going to Madison Square Garden—and fewer on-the-ground resources. And that seems like a pattern across swing states, which for me raises the question whether what these managers are calling chaos, like, that is the strategy.

The strategy was always just: get a lot of attention.

Alberta: I think it depends on the type of attention you’re talking about. So when Trump goes to the southern border and has, you know, hundreds of cameras following him around there and talks about the lives lost at the hands of illegal immigrants committing crimes—you know, that is attention, and it can even be attention that is rooted in some hyperbole, some demagoguing, some bombast. And yet it is productive attention politically for the Trump people, right? They look at this sort of cost-benefit analysis and they recognize that, sure, we might antagonize some people with this rhetoric. We might alienate some people with our focus on these issues, but we think that the reward is far greater than the risk.

So there is, I think, plenty of good attention that the Trump people do want. I think what they’ve tried to avoid is a lot of the sideshow that is appealing to some of the very online, right-wing, MAGA troll base but does nothing to add to the coalition that I was describing a minute ago. And ultimately at the end of the day, politics is a math equation. It’s multiplication and addition.

Leibovich: Right, and I think, to Tim’s point, immigration was an incredibly effective issue for Trump. When you tip that into people eating pets in Springfield, Ohio, and just how that took over the narrative of the Trump campaign—I mean, one, they look like fools; two, it insults the intelligence of so many people, and it turns a very serious and effective issue for the Trump campaign, immigration, into a joke and into just something really, really problematic and gross.

Rosin: So the art of running a Trump campaign, then, is to siphon and manage and titrate the chaos exactly right. Like, you want the right kind of chaos, the right kind of attention, but if you lose control of it, it just comes back to bite you. Is that basically what’s happened?

Alberta: Yeah, and it’s always gonna be a high-wire act, right? These people aren’t stupid. They knew what they were getting themselves into. In fact, Chris LaCivita—who is one of the two people managing the Trump presidential campaign here in 2024—within a few weeks of his decision to join the operation back in the fall of 2022, you have Trump saying that he wants to terminate parts of the Constitution. You have Trump saying and doing these sort of crazy, self-destructive things. And LaCivita is sort of looking around saying, What have I gotten myself into?

And of course people who are friends with him are saying, Come on, dude, you knew exactly what you were signing up for. You know exactly what you were getting yourself into. So I think whatever degree of self-delusion may exist at the outset, when some of these folks ally themselves with Donald Trump, you know, it dissolves pretty quickly and they become clear-eyed about who they’re working for and what the challenges are.

And to your point, Hanna, yes, there’s inevitably going to be some chaos, some attention-seeking behavior, some stuff that is vulgar and inappropriate and racist and misogynistic and whatever else. Their job is to try to turn things that are kind of potentially toxic into productivity. They’re trying to mine coals out of manure here, and again, I can’t stress this enough: For most of the campaign, they were actually doing a pretty good job of it. But at a certain point I think it just becomes too much to manage.

Rosin: Mark, do you get the sense that the Harris campaign’s—you described it as, like, a little dose of confidence. Is that because of everything that Tim has described?

Leibovich: Yeah. I mean, I think Trump has given them so much to work with. And not just like, Oh, look, he said this and sort of putting that out there. I mean, early indications about the revulsion that women are having—women voters are having for Trump—even more so than usual. And the degree to which they seem to be voting and maybe even lying to their husbands about—to kind of use a new ad that the Harris campaign is using which is basically saying, you know, a lot of Republican women are secretly going into the ballot, and behind their husband’s back, they’re voting for Kamala Harris. So again, Trump made their job easier, but I think they have taken what has been given to them. And I do feel hopeful. Yeah. Again, from talking to a bunch of them, and levels of very, very cautious optimism—which I would say, you know, it would probably be an absolute verboten thing for anyone anywhere near the Harris campaign to show anything more than just a tiny bit of confidence. Because that’s going to harken back to the overconfidence of 2016 or the overconfidence of 2020, you know—Biden was supposed to win by a lot more than he did.

And I think what freaks everyone out is the idea that Trump, in the two times he’s been on a general-election ballot, has massively overperformed his polls. And now there’s a sense that perhaps that’s been accounted for in these polls and they’re undercounting African American voters, women voters, and so forth.

So anyway, I think all of that is kind of baked into this, but look, I don’t want to suggest that anything other than massive anxiety is the default for everyone around this campaign. And I assume both campaigns.

Rosin: Yeah. Okay. Let’s leave the listeners with thoughts about Election Night. There’s the zen option, and hopefully many of our listeners will take advantage of the zen option.

Take a long, 12-hour walk. Be home by 11 p.m. and then turn on the television. Short of that, the map is really wide and open. I mean, seven open states. It’s a lot. So for those who are not spiritually built for the zen option, how—literally—will you guys be watching? Like, give a listener a guide of what to watch out for on the night.

Leibovich: Well, yes, there are seven battleground states. But I think there’s a lot you can learn if you can get information from other states. You know, there’s a poll that everyone has been talking about—a lot of insiders have been talking about over the last few days—from Iowa. Iowa, no one considered a swing state. Safely red, certainly has been in the last few elections, certainly for Trump. Ann Selzer, a deeply respected pollster, came up with this Des Moines Register poll on Saturday night, having Harris ahead by three.

Now, putting aside whether Iowa’s now a battleground state—I mean, if it’s even in the ballpark of accurate, I mean, as a euphoric result for people on Team Harris. I mean, look, if there are some early numbers from, say, South Carolina, Florida, that, you know, maybe show Trump’s margins a little lower than you would expect, possibly that’s something that you can learn from.

So again, it’s not just the seven battlegrounds, which will probably take a while to count, especially in some of the states with laws that make it harder to count early votes. But, yeah, I mean, like, the whole country does vote. It’s like, margins do matter, and I think we can learn from a lot of people.

And look, even, like, Massachusetts, Vermont, Kentucky—I mean there are these early states that you know exactly who is going to win, but you can learn from.

Rosin: Because if the margins are smaller than they are expected to be, then that’s a bit of data that’s interesting. Tim, what about you?

Alberta: So there’s a known known, and a known unknown. The known known is that Democrats are continuing to see erosion in their coalition, specific to African American men, Latino men, and to some degree young voters.

And I think specifically if we’re looking at Detroit, at Milwaukee, at Philly, at Atlanta, at Maricopa County—there are places where we should be paying attention to this, right? I think the known unknown here is: Does Donald Trump get beaten up among suburban women, or does he get demolished among suburban women?

And I think that the answer to that question is probably determinative to who is sworn into office on January 20.

So I’m really paying very close attention to the collar counties outside of Philadelphia, to the WOW counties outside of Milwaukee. You have to look at Vegas and Charlotte and Raleigh-Durham. Some of these places—I don’t want to be reductive, but I really do feel like, ultimately, that’s where the election is going to be won or lost.

Rosin: Both of you are saying: Look for signs. It’s not just big, broad swing states, but there are meaningful signs in smaller election results that you’ll be looking for.

Alberta: That’s right. It’s, again, it’s just a numbers game. And it so happens that the most dense, vote-rich areas of persuadable voters are just consistently found in these once re,d then purple, now pretty blue suburbs. And so whether you’re watching the presidential race or even if you’re looking for a potential upset in a Senate race, like in Texas, where Ted Cruz on paper looks like he’s going to win and maybe even win comfortably. But pay attention to Harris County, Texas, which, on Election Night in 2012, Obama and Romney fought Harris County to basically a draw. I think it was a matter of a few hundred votes that separated them. Fast-forward, you know, a decade. Democrats are carrying Harris County, which is the Houston suburbs—they’re carrying it by a quarter-million votes, 300,000 votes reliably, and that number’s only going up.

So those are the parts of the country where I think if you’re paying close attention, you’ll start to get a pretty good idea.

Rosin: Okay. I think we have options for the meditators and options for those who cannot bring themselves to meditate. Thank you both for joining me on this day before the election.

Leibovich: Thank you, Hanna. Thank you, Tim.

Alberta: Mark, I’ll call you tomorrow. We can meditate together.

Leibovich: I look forward to it. Yep, we’ll join figurative hands.

Rosin: This episode was produced by Kevin Townsend and edited by Claudine Ebeid. It was engineered by Rob Smierciak. Claudine Ebeid is the executive producer of Atlantic audio, and Andrea Valdez is our managing editor.

I’m Hanna Rosin, and we’ll be back later this week to cover the election, though possibly earlier than our usual Thursday release, depending on the results.

Thanks for listening.