This letter to the editor by Donna Foxley, Secretary's Regional Representative in Region X, appeared in The Seattle Times on May 14, 2007.

"Spellings' errors" [Times editorial, May 7] made a crucial omission in describing the Reading First program: the fact that more children are learning how to read.

Among first-graders, proficiency in reading fluency jumped by 14 percentage points in just two years (2004-06) in Reading First classrooms. Students from nearly every grade level and subgroup have made significant gains. According to the Center on Education Policy, 97 percent of districts showing academic improvement say the program was an important factor.

Reading First was created to meet a real need. From 1971 to 1999, reading scores for 9-year-olds rose only 4 points nationwide, according to the Nation's Report Card. In the 1990s, scores actually fell for fourth-graders. Such a trend is unacceptable in the competitive global economy facing today's students.

Reading First is the largest and most effective early-reading initiative in our nation's history. Nearly $5 billion in grants has been directed to high-poverty elementary schools for professional development in proven, research-based instructional methods.

Taxpayers can be assured of the program's integrity. When the Department of Education's Office of the Inspector General found mistakes in the early implementation of the program, Secretary Margaret Spellings took immediate action. Personnel and management changes were made, and strong procedures to prevent favoritism and conflicts of interest were put into place.

The secretary has worked closely with state and local education officials throughout this process.

As long as children are failing to read with their peers, the Reading First program will be needed. The bottom line is, it is working. A few management problems, now being solved, will not change that essential and heartening fact.

Donna Foxley
Secretary's Regional Representative
Region X
U.S. Department of Education