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Res Publica - Journal of Undergraduate Research

Abstract

This paper assumes a discourse analysis approach to examining if partisan control has influenced why red states have demonstrated faster gains in early literacy than blue states. This is done by investigating whether ideological presence in political framing, and particularly crisis-oriented rhetoric, drives reform adoption as much as policy design. Recognizing the ongoing discourse surrounding the continual improvement of pedagogy and programming, especially in areas of foundational skills such as reading, writing, comprehension, and oral communication. The research employs a systematic coding methodology, and the analysis combines a qualitative review of media narratives and state reform histories with a small-sample regression including variables for partisan control, investment into literacy efforts (e.g., Science of Reading [SoR]), Gini index, post-secondary attainment, education expenditure funding, and 3rd/4th grade literacy rates, etc. My research delves into the nuances of educational policy formulation and shaping in its relation to sound literacy instruction and programming; but also acknowledges other reasons behind these gains, like a state’s capacity and need within the realm of resource usage. Overall, my findings indicate that both ideological framing and policy design are noteworthy in the swift uptake of literacy reforms. Furthermore, media coverage between 1998 and 2025 that adopted crisis-framing appeared to nudge policymakers toward action, shaping whether states adopt strict accountability measures or more support-centered, teacher-focused approaches to improving early reading outcomes. State education expenditures in areas such as teacher instruction and salary demonstrated the strongest statistical correlation to early literacy gains.

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