Full Breakdown
States Push for Teaching the "Success Sequence" in Schools
4/6/2026, 5:53:24 AM
Overview of the Success Sequence Initiative
Conservative legislators in at least eight states, including Indiana, Tennessee, and Utah, are advocating for the inclusion of the "success sequence" in school curricula. This sequence promotes the idea that earning a high school diploma, securing full-time employment, and marrying before having children can significantly reduce the likelihood of poverty in adulthood. Indiana state Senator Spencer Deery emphasized the importance of this teaching during a January 21 education committee hearing, stating it could be "the single most important thing we could be teaching" to combat poverty.
Legislative Developments
In recent months, Indiana Governor Mike Braun signed a bill mandating the teaching of the success sequence as part of the state's "good citizenship" curriculum. Tennessee enacted a similar law last year, while Utah passed a resolution promoting the sequence in 2024. Additionally, the Ohio Senate approved a success sequence bill in October, and similar legislation has been introduced in Iowa, Louisiana, Mississippi, Oklahoma, and Texas.
Research Supporting the Success Sequence
The concept of the success sequence gained traction from a 2009 report by Ron Haskins and Isabel Sawhill of the Brookings Institution, which argued that following these steps correlates with better economic outcomes. A 2017 analysis by the American Enterprise Institute and the Institute for Family Studies found that millennials adhering to the sequence were significantly less likely to experience poverty. For instance, only 14% of those who followed the sequence were in the lowest income bracket by ages 28 to 34, compared to 71% of those who did not.
Criticism and Opposition
Critics of the success sequence, including educators and some lawmakers, argue that the research supporting it is descriptive rather than causal, merely indicating a correlation rather than establishing a direct cause-and-effect relationship. They contend that teaching this sequence could stigmatize students from single-parent homes or those who do not aspire to marriage or parenthood. Indiana state Senator Shelli Yoder described the initiative as a "state-codified moral judgment about family tradition," while Chris Dier, a former Louisiana teacher of the year, criticized it for oversimplifying the complexities of poverty.
Conflicting Perspectives on Educational Impact
Opponents also express concerns that the success sequence could lead to difficult discussions in classrooms and infringe on parental rights by dictating family values. The Toledo, Ohio, school board has formally opposed the state's bill, arguing that it could harm students unable to meet the prescribed steps for success. They assert that parents should have the primary role in shaping their children's values rather than the government imposing a specific formula.
Conclusion
As states continue to push for the inclusion of the success sequence in educational curricula, the debate surrounding its implications and effectiveness remains contentious. Proponents argue it provides valuable guidance for students, while critics warn of its potential to oversimplify the challenges many face in achieving economic stability. The ongoing discussions reflect broader societal tensions regarding education, family structure, and poverty alleviation strategies.
Verbatim Quotes
- “I think from an anti-poverty standpoint, this might be the single most important thing we could be teaching,” — Spencer Deery, Indiana State Senator
- “It is a state-codified moral judgment about family tradition,” — Shelli Yoder, Indiana State Senator
- “Additional studies are needed to determine whether these correlations reflect causal pathways,” — U.S. Department of Human Services Literature Review
