Idaho public schools have reported a significant increase in the number of K-3 students reading at grade level, reaching 70.9%. This surpasses pre-pandemic literacy rates and is attributed to targeted investments in early childhood education.
Layne McInelly, president of the Idaho Education Association (IEA), said, “This number is no accident — it’s real-time data that proves deliberate investments in public education pay off. It’s evidence of what our talented public school educators can do when given the proper resources. And unlike Idaho’s controversial $50 million private school voucher scheme, it’s the result of strategic thinking, transparency and accountability.”
State leaders have prioritized early literacy in recent years. Governor Brad Little and State Superintendent Debbie Critchfield increased funding for literacy from $13.1 million in 2019 to $72.8 million in 2025. The SMART (Striving to Meet Achievement in Reading Together) program was introduced to provide educators with science-based methods for improving student outcomes.
McInelly highlighted the positive response from educators: “Public school educators — including Idaho Education Association members — jump at the chance to improve students’ lives, and the SMART program has been a perfect example of what they can accomplish with proper resources.”
He noted that while these investments are not excessive, their effectiveness depends on continued support from lawmakers: “To be clear, Idaho’s investment in its reading program is not excessive. It’s simply targeted, wisely spent money. But does the current Idaho Legislature have any interest in listening to Idaho’s public school educators and helping them succeed?”
Despite claims by Rep. Wendy Horman that legislators provided $400 million for education this year, McInelly argued that these funds only keep pace with inflation: “If the 2025 legislative session is any indication, the answer is no. Despite Rep. Wendy Horman’s spurious claim that lawmakers provided $400 million in education funding this year, the legislature’s investments in Idaho’s public schools barely keep up with inflation, if that.”
He also pointed out gaps such as special education funding shortfalls and limited increases for experienced teachers: “Take the $100 million allocated for educator pay: Although it certainly sounds like a huge investment, the number doesn’t reflect the whole picture…that money also leaves many experienced educators without the compensation their experience warrants.” He added that efforts to close an “$82 million gap” in special education funding were unsuccessful.
McInelly criticized legislative priorities focused on cultural issues rather than educational needs: “Meanwhile, anti-public education lawmakers consumed endless hours debating and passing flavor-of-the-moment culture war legislation like the flag bill, ignoring the very real needs of Idaho students.”
He called for an adequacy study on class size, teacher qualifications, technology access and support services: “For years, IEA members have been asking for an adequacy study…Operating and appropriating without data does a huge disservice to Idaho taxpayers and public school children.”
“The reading program’s success is an example of how strategic education funding is supposed to work,” McInelly stated.
He concluded by questioning whether legislators would heed lessons from these results or continue supporting voucher programs instead: “The question is: Will the current Idaho Legislature heed the lessons from this program or vote to throw even more money into an unaccountable, inherently unequal voucher program?”
McInelly urged voters who value public education to consider legislators’ records during primary elections.
Layne McInelly has served as president of IEA and previously taught in Idaho’s public schools for 12 years.
