Equipping teachers to prepare proficient readers

Posted by Education Commission of the States on February 2, 2015

Reading in third grade: a state-by-state policy breakdown

A new report from the Education Commission of the States focuses on third-grade reading proficiency, highlighting policies in all 50 states and the District of Columbia. State policymakers are very aware of the importance of reading at grade level by third grade, and in many states have advocated for policies aimed at three levers: identifying reading deficiencies through state or local assessments; interventions for struggling readers in grades K-3; and retaining outgoing third-graders who don’t meet grade-level expectations. The report documents current statutory provisions specifically for these levers. Thirty-five states plus the District of Columbia require a reading assessment in at least one grade preK-3, with the primary purpose of identifying reading deficiencies via a mix of state-mandated and locally determined approaches. Thirty-one states plus D.C. require or recommend that districts offer some type of intervention or remediation for struggling readers for a preK-3 grade. Some states dictate specific interventions, while others let districts choose from a suggested list. Fourteen states plus D.C. require the retention of third grade students who do not meet grade-level expectations in reading, and three additional states allow student retention based on a recommendation from a teacher, parent, or superintendent.

http://www.ecs.org/clearinghouse/01/16/81/11681.pdf