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Data & Trends

Improve Early Grade-Level Reading

Data & Trends Targets & Projections Background Info

Proficiency in Third Grade Reading. These data report fourth grade public school students’ reading achievement levels, as measured and defined by the National Assessment of Educational Progress (NAEP) reading test. You can select data representing achievement leveles determined: below basic, below proficient, at or above basic or at or above proficient and compare these data across states.  These data are drawn from the Kids Count Data Center. For more information on this indicator, see Kids Count – Fourth-Grade Reading. For more information on reading and math scores, along with other education data, visit the Nation’s Report Card, the official site for National Assessment of Education Progress results. 

  • United States
  • Alabama
  • Alaska
  • Arizona
  • Arkansas
  • California
  • Colorado
  • Connecticut
  • Delaware
  • District of Columbia
  • Florida
  • Georgia
  • Hawaii
  • Idaho
  • Illinois
  • Indiana
  • Iowa
  • Kansas
  • Kentucky
  • Louisiana
  • Maine
  • Maryland
  • Massachusetts
  • Michigan
  • Minnesota
  • Mississippi
  • Missouri
  • Montana
  • Nebraska
  • Nevada
  • New Hampshire
  • New Jersey
  • New Mexico
  • New York
  • North Carolina
  • North Dakota
  • Oklahoma
  • Ohio
  • Oregon
  • Pennsylvania
  • Puerto Rico
  • Rhode Island
  • South Carolina
  • South Dakota
  • Tennessee
  • Texas
  • Utah
  • Vermont
  • Virgin Islands
  • Virginia
  • Washington
  • West Virginia
  • Wisconsin
  • Wyoming
View Data
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Questions to Consider

  • Does the reading or math trend in your state increase consistently with the national trend?
  • How does your state trend compare to similar or neighboring states?
  • Do you need additional indicators to measure the range of policies?
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What You Need to Know

  • Research offers insight into specific protective factors that promote school readiness, beyond rudimentary family engagement and involvement in their children’s learning.
  • Family condition and resources. Young children who experience deep and persistent poverty are at the greatest risk for poor educational, social, and health outcomes.
  • Racial disproportionality. The minority achievement gap remains disproportionately high compared to non-minority youth.
  • Healthy child development requires a healthy birth and healthy child growth including early screening for, detection of and treatment of illness.