My immigrant parents—my father especially—are ardent Christians. As such, my childhood seemed to differ dramatically from the glimpses of American life I witnessed at school or on television. My parents often spoke of their regimented, cloistered upbringings in Nigeria, and their belief that Americans are too lax. They devised a series of schemes to keep us on the straight and narrow: At home, we listened to an unending stream of gospel music and watched Christian programming on the Trinity Broadcasting Network. The centerpiece of their strategy, however, was daily visits to our small Nigerian church, in North Texas.

I quickly discerned a gap between the fist-pumping, patriotic Christianity that I saw on TV and the earnest, yearning faith that I experienced in church. On TV, it seemed that Christianity was not only a means of achieving spiritual salvation but also a tool for convincing the world of America’s preeminence. Africa was mentioned frequently on TBN, but almost exclusively as a destination for white American missionaries. On-screen, they would appear dour and sweaty as they distributed food, clothes, and Bibles to hordes of seemingly bewildered yet appreciative Black people. The ministers spoke of how God’s love—and, of course, the support of the audience—made such donations possible, but the subtext was much louder: God had blessed America, and now America was blessing everyone else.

In church, however, I encountered an entirely different type of Christianity. The biblical characters were the same, yet they were evoked for different purposes. God was on our side because we, as immigrants and their children, were the underdogs; our ancestors had suffered a series of losses at the hands of Americans and Europeans, just as the Israelites in the Bible had suffered in their own time. And like those chosen people, we would emerge victorious.

Over time, I learned that Christianity is a malleable faith; both the powerful and the powerless can use it to justify their beliefs and actions. This is, in part, the message of Scholastique Mukasonga’s Sister Deborah, which was published in France in 2022 and was recently released in the United States, in a translation by Mark Polizzotti. Set in Rwanda in the 1930s, the novel spotlights a group of recently arrived African American missionaries who preach a traditional Christian message about a forthcoming apocalypse, but with a twist: They prophesize that “when everything was again nice and dry, Jesus would appear on his cloud in the sky and everyone would discover that Jesus is black.” These missionaries are a destabilizing influence in a territory dominated by another version of Christianity, established and spread by the colonizing Belgians, that emphasizes the supremacy of a white Jesus.

[Read: A family story about colonialism and its aftereffects]

The most vital force in the novel is Sister Deborah herself. She is the prophetic, ungovernable luminary of the African American contingent, and possesses healing powers. Over the course of her time in Rwanda, she develops a theology that centers Black women; as a result, she is eventually castigated by her former mentor, Reverend Marcus, a gifted itinerant preacher who serves as the leader of the missionaries. Sister Deborah is a novel about the capaciousness of Christianity but also the limits of its inclusivity—particularly for the women in its ranks.

Those limits are evident throughout the novel. The first section is narrated by a woman, Ikirezi, who recalls her childhood in Rwanda. She’d been a “sickly girl” who required constant attention, yet her mother had avoided the local clinic: She had “no confidence in the pills that the orderlies dispensed, seemingly at whim.” Ikirezi’s mother eventually determines that her child’s chronic illness comes “from either people or spirits.” So, in a fit of desperation, she decides to take her to Sister Deborah. She doesn’t know much about this American missionary except that she is a “prophetess” who possesses the gift of “healing by laying on hands.” Upon learning of his wife’s plans, Ikirezi’s father explodes:

You are not going to that devil’s mission. I forbid it! Didn’t you hear what our real padri said about it? They’re sorcerers from a country called America, a country that might not even exist because it’s the land of the dead, the land of the damned. They have not been baptized with good holy water. And they are black—all the real padri are white. I forbid you to drag my daughter there and offer her to the demon hiding in the head and belly of that witch you call Deborah. You can go to the devil if you like, but spare my daughter!

Through Ikirezi’s father’s outburst, Mukasonga deftly sketches the two opposing Christian camps in the novel—one that depends on the Bible to protect its status, and the other that uses the Bible to attain status. The white padri (priests) seek to maintain their spiritual control of the local population by labeling the African American missionaries as evil interlopers. The missionaries, for their part, have positioned themselves as an alternative religious authority, and they begin to attract many followers, especially women, who are drawn to their energetic services and Sister Deborah’s supernatural abilities.

Ikirezi’s mother defies her husband and takes Ikirezi to see Sister Deborah. They arrive at the American dispensary, where Sister Deborah holds court “under the large tree with its dazzling red flowers, sitting atop the high termite mound that had been covered by a rug decorated with stars and red stripes.” She asks the children who are gathered before her, Ikirezi among them, “to touch her cane while she lay her hands on their heads.” Afterward, Ikirezi recalls “that under the palms of her hands, a great sense of ease and well-being spread through me.” Ikirezi’s depiction of Sister Deborah remains more or less at this pitch through the rest of this section: deferential and mystified, studied but also somewhat distant. As time passes, Ikirezi’s reverence for Sister Deborah only grows, forming a scrim that obscures the healer in a hazy glow.

The novel then pivots to Sister Deborah’s point of view; she expands on and revises Ikirezi’s portrait of her life. As a child in Mississippi, Sister Deborah discovered that she had healing powers. Her mother pulled her out of school, dreading “people’s vindictiveness as much as their gratitude” for her daughter’s gift. Shortly afterward, Sister Deborah is raped by a truck driver, which shifts the trajectory of her life dramatically. She has a profound religious experience when she visits a local church, and soon after falls in with Reverend Marcus.

Reverend Marcus initially sees Sister Deborah as a tool to advance his own ambitions. He is concerned about the suffering of Black people around the world: “the contempt, insults, and lynchings they endured in America; the enslavement, massacres, and colonial tyranny forced upon them in Africa.” His theology is focused not only on their salvation but on their ascendancy as well.

Sister Deborah begins to perform healings during Reverend Marcus’s revival services, and eventually, he brings her along on a missionary trip to Rwanda. There, the reverend and Sister Deborah initially work in harmony, attracting devoted new converts. But their partnership begins to fray when a divine spirit informs Sister Deborah that a Black woman, not a Black Jesus, will save them. Reverend Marcus’s response is both a warning and a prophecy: “If we follow you in your visions and dreams, we step outside of Christianity and venture into the unknown.”

Although the reverend initially accepts Sister Deborah’s “vision” of female power, he eventually uses it to undermine her, condemning her as a witch. Even within his progressive and radical theology, Reverend Marcus believes that women must serve men; in Mukasonga’s telling, he is a man whose shortsightedness and thirst for power eventually overwhelm his generally good intentions. His behavior reflects a reality that many Christian women have experienced, Black women in particular. In Rwanda, Sister Deborah is contending with a caste system that installed white men at the top and placed Black women at the bottom. Sister Deborah’s claim that the savior is a Black woman undermines that status quo. And the reverend’s response reveals a contradiction that many Black Christian women have faced: They are encouraged to seek spiritual freedom but are still expected to remain subservient.

[Read: Why did this progressive evangelical church fall apart?]

What Reverend Marcus doesn’t realize, however, is that his warning about “ventur[ing] into the unknown” has also given Sister Deborah a route for her own liberation. Like the women in Mukasonga’s prior work—a collection of accomplished memoirs, novels, and short fiction—Sister Deborah explores and then occupies unfamiliar realms. Unfamiliar, that is, to men, who create hierarchies in which they can flourish and then mark any territory beyond their reach as benighted. Yet it is in those benighted spaces, Sister Deborah comes to believe, that Black women can thrive. A group of women begins to follow her, and she changes her name to Mama Nganga. Little girls collect “healing plants” for her. She treats local sex workers, and invites homeless women to stay with her. She constructs an ecosystem of care and protection for women and proudly claims the label that Ikirezi’s father placed on her at the beginning of the novel: “I’m what they call a witch doctor, a healer, though some might say a sorceress,” she declares. “I treat women and children.” For Sister Deborah, Reverend Marcus’s Christianity is inadequate because it prioritizes dominance over service. She abandons that approach in favor of pursuing the true mission of Jesus: to uplift and care for the most vulnerable.

Mukasonga’s slim novel is laden with ideas, but perhaps the most potent and urgent is her assertion that sometimes, Black women cannot achieve true freedom within the confines of Christianity. By exposing how even progressive interpretations of the faith can uphold patriarchal norms, Mukasonga invites her reader to question the limitations imposed on marginalized believers. In Sister Deborah, real liberation lies in eschewing conformity to any dogma, even the Bible. But the novel is more than a critique of religious institutions: It is a call to redefine faith, perhaps even radically, on one’s own terms.

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.

Photographs by OK McCausland

The vibe shifted sometime around 10:30 p.m. eastern.

For several hours beforehand, the scene at the Howard University Yard had been jubilant: all glitter and sequins and billowing American flags. The earrings were big, and the risers were full. Men in fraternity jackets and women in pink tweed suits grooved to a bass-forward playlist of hip-hop and classic rock. The Howard gospel choir in brilliant-blue robes performed a gorgeous rendition of “Oh Happy Day,” and people sang along in a way that made you feel as if the university’s alumna of the hour, Kamala Harris, had already won.

But Harris had not won—a fact that, by 10:30, had become very noticeable. As the evening drew on, the clusters of giddy sorority sisters and VIP alumni stopped dancing, their focus trained on the projector screens, which were delivering a steady flow of at best mediocre and sometimes dire news for Democrats. No encouragement had yet come from those all-important blue-wall states, Pennsylvania, Michigan, and Wisconsin. Somewhere between Georgia turning red and Senator Ted Cruz demolishing Colin Allred in Texas, attendees started trickling out the back.

It was starting to feel pretty obvious, even then, that Donald Trump would be declared the winner of the 2024 presidential election. And soon after 5:30 a.m. eastern this morning, he was, when the Associated Press called Wisconsin for him, giving him an Electoral College majority even with a number of states yet to declare. An across-the-board rightward shift, from Michigan to Manhattan, had gradually crushed the hopes of Democrats in an election that, for weeks, polling had indicated was virtually tied. But a Trump victory was a reality that nearly everyone at Harris’s watch party seemed to have prepared for only theoretically.

Before last night, Democrats felt buoyant on a closing shot of hopium. While Harris stayed on message, Trump had what seemed a disastrous final week: His closing argument was incoherent; his rally at Madison Square Garden was a parade of racism; he stumbled getting into a garbage truck and looked particularly orange in photos. Democratic insiders crowed that early-vote totals were favoring Harris, and that undecided voters in swing states were coming around. Then there was Ann Selzer’s well-respected poll in Iowa, which suggested that the state might go blue for the first time since Barack Obama’s presidency.

(OK McCausland for The Atlantic)

On a breezy and unseasonably warm evening in Washington, D.C., thousands of people had gathered on the grassy campus at Harris’s alma mater to watch, they hoped, history being made. No one mentioned Trump when I asked them how they were feeling—only how excited they were to have voted for someone like Harris. Kerry-Ann Hamilton and Meka Simmons, both members of the Delta Sigma Theta sorority, had come together to witness the country elect the first Black woman president. “She is so well qualified—” Hamilton started to say. “Overqualified!” Simmons interjected.

Leah Johnson, who works at Howard and grew up in Washington, told me that she would probably leave the event early to watch returns with her mother and 12-year-old daughter at home. “It’s an intergenerational celebratory affair,” she said. “I get to say, ‘Look, Mom, we already have Barack Obama; look what we’re doing now!’”

Everyone I spoke with used similar words and phrases: lots of firsts and historics and references to the glass ceiling, which proved so stubbornly uncrackable in 2016. Attendees cheered in unison at the news that Harris had taken Colorado, and booed at Trump winning Mississippi. A group of women in tight dresses danced to “1, 2 Step” by Ciara and Missy Elliott. Howard’s president led alumni in the crowd in a call-and-response that made the whole evening feel a little like a football game—just fun, low stakes.

Several people I talked with refused to entertain the idea that Harris wouldn’t win. “I won’t even let myself think about that,” a woman named Sharonda, who declined to share her last name, told me. She sat with her sorority sisters in their matching pink-and-green sweatshirts. Soon, though, the crowd began to grow restless. “It was nice when they turned off the TV and played Kendrick,” said one attendee who worked at the White House and didn’t want to share her name. “Just being part of this is restoring my soul, even if the outcome isn’t what I want it to be,” Christine Slaughter, a political-science professor at Boston University, told me. She was cautious. She remembered, viscerally she said, the moment when Trump won in 2016; and the memory was easy to conjure again now. “I know that feeling,” she said. She was consoling herself: She’d been crushed before. She could handle it again.

Harris herself was expected to speak at about 11 p.m., but by midnight, she still hadn’t appeared. People bit their cheeks and scrolled on their phones. There was a burst of gleeful whoops when Angela Alsobrooks beat Larry Hogan in Maryland’s U.S. Senate election. But soon the trickle of exiting attendees became a steady flow. Potentially decisive results from Pennsylvania and Wisconsin were not due soon, but Michigan didn’t look good. North Carolina was about to be called for Trump.

I texted some of my usual Democratic sources and received mostly radio silence in response. “How do you feel?” I asked one, who had been at the party earlier. “Left,” she answered. Mike Murphy, a Republican anti-Trump consultant, texted me back at about 12:30 a.m: “Shoot me.”

Donors and VIPs were streaming out the side entrance. The comedian Billy Eichner walked by, looking sad, as the Sugarhill Gang’s “Apache (Jump On It)” played over the loudspeakers. A man pulled me aside: “There will be no speech, I take it?” he said. It was more of a comment than a question.

(OK McCausland for The Atlantic)

“I’m depressed, disappointed,” said Mark Long, a software salesman from D.C., who wore a T-shirt with a picture of Harris as a child. He was especially upset about the shift toward Trump among Black men. “I’m sad. Not just for tonight, but for what this represents.” Elicia Spearman seemed angry as she marched out of the venue. “If it’s Trump, people will reap what they sow,” she said. “It’s karma.”

Just before 1 a.m., the Harris campaign co-chair Cedric Richmond came onstage to announce that the candidate would not be speaking that night. The former Louisiana representative offered muted encouragement to the crowd—an unofficial send-off. “Thank you for being here. Thank you for believing in the promise of America,” he said, before adding, “Go, Kamala Harris!” The remaining members of the crowd cheered weakly. Some of the stadium lights went off.