In an era when despair has become the dominant narrative in American education, this piece argues that naming failures is no longer enough. It makes the case for a disciplined, evidence-based pedagogy of hope—one capable of building the systems our children actually need.

We don’t have a curriculum problem—we have a trust problem. Teachers don’t teach what they’re told; they teach what they believe.

While the science of reading provides valuable insights, it must be integrated with a deep understanding of the social, emotional, and cultu