His central argument: the science is settled, but implementation is not. More than 40 states have passed Science of Reading legislation, but district-to-district and classroom-to-classroom variation remains wide — because choosing evidence-based content matters less than whether implementation, accountability, and instructional support receive the same investment as the adoption decision. He cites Mississippi (49th to 9th nationally, Black fourth-graders outperforming peers in 47 states, Hispanic students ranking first nationally) and Louisiana (42nd to 16th, the only state to surpass pre-pandemic reading levels in 2024) as proof that sustained, outcomes-driven execution works. Utah is profiled as a model of accountability infrastructure: $19 million for SoR teacher training, literacy coaches, and progress monitoring systems that screen every K–3 student three times annually. On AI, Rectanus argues that the same outcomes-first discipline must apply — AI presents a real opportunity to strengthen literacy instruction, but only when aligned with the Science of Reading and used to accelerate mastery of foundational skills, not bypass them. He defines outcomes-based accountability concretely: monthly student progress tracking, intervention decisions in weeks not semesters, vendor contracts tied to student growth not licenses.