A new report from the University of Utah reveals a significant challenge facing the state's education system: nearly half of all third-graders are not reading at a proficient level. The findings highlight an urgent need for effective early literacy programs as Utah works toward an ambitious statewide goal for student achievement.
The analysis, conducted by the Kem C. Gardner Policy Institute, also found that a similar percentage of students in kindergarten through second grade are struggling with reading. This data comes as state leaders prepare for the upcoming legislative session, where education funding and policy are expected to be major topics of discussion.
Key Takeaways
- A new University of Utah report finds nearly 50% of Utah's K-3 students are not reading at grade level.
- Third grade is a critical milestone where students transition from learning to read to reading to learn.
- Significant disparities exist, with proficiency rates ranging from 70% in Park City to under 30% in Piute County.
- Governor Spencer Cox has proposed new funding and is considering a third-grade retention policy to address the issue.
A Critical Milestone for Students
The report underscores the importance of the third-grade year in a child's educational journey. After this point, reading is no longer just a subject but the primary tool students use to learn about history, science, and other subjects. Students who have not mastered reading by this stage risk falling further behind academically.
According to the analysis, many students who are not proficient readers are still advancing to the next grade. This practice can create ongoing difficulties for both the students and their future teachers.
"Children shape Utah’s future, and their ability to read proficiently by the end of third grade plays a central role in the opportunities they have," the report states, emphasizing the long-term consequences of early reading difficulties.
Disparities Across the State
Reading proficiency rates vary dramatically across Utah's school districts. The data reveals a wide gap between the highest- and lowest-performing areas. For example, Park City School District is the only one in the state where 70% of third-graders read proficiently.
In contrast, the rural Piute County School District has a proficiency rate of less than 30%. This disparity highlights the different challenges and resources available in communities across Utah. The state's official goal, established by lawmakers in 2022, is to achieve 70% proficiency statewide by 2027.
Achievement Gaps Persist
The report also identified a significant achievement gap based on economic status. Only 35.2% of economically disadvantaged third-graders are meeting reading expectations, compared to 50.3% of their peers who are not considered economically disadvantaged.
Andrea Thomas Brandley, the report's lead author and a senior education analyst at the Gardner Policy Institute, said the issue is not about student capability.
"It’s not a question of inherent student ability. It’s a question of making sure we’re doing the right things and have the right resources where they need to be."
State Leaders Propose New Solutions
In response to the growing concern over literacy, Utah's leaders are proposing several new initiatives. Governor Spencer Cox has made improving third-grade reading a central part of his budget proposal for the next fiscal year.
His plan includes:
- $60 million for targeted behavioral and academic interventions in kindergarten through third grade.
- $20 million for extra reading support in elementary schools where proficiency is below 70%.
- $500,000 for a public awareness campaign using billboards and advertising to promote literacy.
Learning from Mississippi's Success
Utah officials are looking at Mississippi as a potential model for improvement. Over a decade, Mississippi moved from 49th to 9th in the nation for fourth-grade reading scores. Their success is attributed to a comprehensive strategy that included a statewide curriculum alignment and a policy of holding back third-graders who were not reading at grade level.
Governor Cox has expressed support for a similar third-grade retention policy in Utah, calling it a "strong motivator" for parents, students, and teachers. "What Mississippi has proven is that literacy, illiteracy, is a policy choice," Cox stated.
Building on Past Investments
Utah has already invested millions in improving early literacy. In 2021, the state used $11.9 million in federal COVID-19 relief funds to implement a teacher training program called LETRS (Language Essentials for Teachers of Reading and Spelling).
The program, which focuses on research-based literacy instruction, reached approximately 8,000 educators and an estimated 155,000 students. Although the federal funding for this initiative expired in September 2023, the state legislature had already allocated $18.5 million in 2022 to continue LETRS and other literacy programs.
These ongoing efforts, combined with the new proposals, signal a coordinated push to ensure more of Utah's youngest students have the fundamental reading skills they need to succeed in school and beyond.