West Wake News

As North Carolina fully implements the science of reading, recent data presented to the State Board of Education reveals that K-3 students are making progress in literacy. The beginning-of-year data from the DIBELS 8 assessment shows that North Carolina's first through third graders have outperformed their national peers, with continued improvement across grades K-3.

This year marks a milestone as the percentage of Black and American Indian/Alaska Native students on track in reading surpasses national benchmarks for the first time. Within the state, these groups have narrowed the achievement gap with their White and Asian peers.

Despite starting behind at kindergarten entry, North Carolina students rise above their peers after one or two years of instruction using new methods based on reading science. Since 2021-22, over 44,000 educators have completed LETRS® professional development, totaling more than 6.5 million hours.

State Superintendent Catherine Truitt noted this progress as evidence of successful investment in reading science: “We are not used to seeing this kind of growth in second and third grades, in particular. If you look at the cohort of students who started kindergarten in 2022-23, only 28 percent started school on track in literacy. By this year, when they’re in second grade, the percentage of those same students ready for grade-level work has nearly doubled,” she said.

Students take DIBELS 8 assessments three times annually to measure progress. The latest data indicates a reduction of 48,189 students below benchmark compared to three years ago and an increase of 57,498 students meeting or exceeding benchmarks.

The number designated as "reading retained" has decreased by over 40% since then. Gains include an increase by eight percent for Black students and nine percent for American Indian/Alaska Native students being "on track," while White and Asian student gains were six percent and five percent respectively.

However, disparities remain as Black, American Indian/Alaska Native, and Hispanic students still lag behind White and Asian peers. Amy Rhyne from the Department of Public Instruction expects further improvements: “As with any new initiative... Completing the LETRS training provided a strong foundation upon which our teachers can build better outcomes for students,” she stated.

Rhyne emphasized that solid foundational skills will enable K-3 students to develop complex competencies needed for future success.