Washington, D.C. — National reading performance trends reveal that students’ reading scores have been steadily declining over the past decade and steepened further in the wake of the COVID-19 pandemic.
New analysis from the Center for American Progress highlights gaps between state reading proficiency standards and the National Assessment of Educational Progress (NAEP) performance in four states, as well as the evidence-based strategies they implemented to improve fourth-grade reading performance. The issue brief offers recommendations to close the fourth-grade reading achievement gap, a critical juncture when students begin to apply foundational reading skills as a tool for learning.
Key recommendations include:
- States should raise their reading standards to align with NAEP proficiency in order to ensure curricula challenge students and encourage progress.
- States should adopt and train teachers in evidence-based, scientific approaches to reading instruction, such as the Science of Reading.
- States should ensure teachers have access to standards-aligned, high-quality instructional materials for their classrooms.
- Congress should increase federal investments in literacy research and evidence-based resources and ensure that existing programs are not eliminated.
“Reading is a fundamental skill that shows up in every aspect of a child’s education,” said Weadé James, senior director for K-12 Education Policy at CAP and co-author of the issue brief. “That’s why it’s so important for leaders to prioritize solutions to improve waning reading proficiency rates.”
Read the brief: “How Changes to Fourth-Grade Reading Standards and Research-Backed Approaches Can Improve Reading Achievement” by Tania Otero Martinez and Weadé James
For more information or to speak with an expert, contact Mishka Espey at [email protected].