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Amanda Szekely, Senior Policy Analyst Education Division October 17, 2013

A Comprehensive State Strategy to Improve Third Grade Reading Proficiency. Amanda Szekely, Senior Policy Analyst Education Division October 17, 2013.

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Amanda Szekely, Senior Policy Analyst Education Division October 17, 2013

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  1. A Comprehensive State Strategy to Improve Third Grade Reading Proficiency Amanda Szekely, Senior Policy Analyst Education Division October 17, 2013

  2. Source: U.S. Department of Education, Institute for Education Sciences, National Center for Education Statistics, National Assessment of Education Progress (NAEP), 2011 Reading

  3. Children Not Graduating by Age 19 TOTAL PROFICENT NOT PROFICIENT From Hernandez, Donald J., Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. The Annie E. Casey Foundation; Center for Demographic Analysis, University at Albany, State of New York; Foundation for Child Development (2012).

  4. Research Consensus 1:Reading Proficiency Requires a Comprehensive Approach… Meaning-based Skills Reading Proficiency Code-based Skills Content Knowledge • More attention paid to code-based skills.

  5. Research Consensus 2:Language and Literacy Development Begins at Birth… • Policies mostly focus on K-3 • Limited access to early learning opportunities

  6. Research Consensus 3:Parents, Caregivers, Educators Have the Most Influence • These adults lack supports to provide high-quality interactions or instruction.

  7. 5 Policy Actions for a Comprehensive Strategy • Adopt comprehensive language and literacy standards to inform curricula and assessments. • Expand access to high-quality early care and education. • Engage and support parents as partners in early language and literacy development. • Equip B-3rd educators with the necessary skills and knowledge for improving reading proficiency. • Develop mechanisms to promote continuous improvement and accountability.

  8. Action 1 Adopt comprehensive language and literacy standards to inform curricula and assessments.

  9. Action 2 Expand access to high-quality early care and education.

  10. Action 3 Engage and support parents as partners in early language and literacy development.

  11. Action 4 Equip B-3rd educators with the necessary skills and knowledge for improving reading proficiency.

  12. Action 5 Develop mechanisms to promote continuous improvement and accountability.

  13. Contact Info Amanda Szekely - aszekely@nga.org National Governors Association http://www.nga.org/cms/center/edu

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