According to the National Center for Education Statistics (NCES), the National Assessment of Educational Progress (NAEP) is the largest national assessment that gauges what students know and can do in various subject areas. These subjects include mathematics, reading, science, writing, the arts, civics, economics, U.S. history, and technology & engineering literacy. The test is administered biennially. For the purposes of the CT Kids Report Card, data has been compiled from 2005-2015 on the results of the statewide 4^th grader reading assessments with the intention of providing trend line on reading proficiency that will bridge the gap between utilization of the Connecticut Mastery Tests and the Smarter Balanced Assessment Consortiums. The percentage of Connecticut students scoring at or above proficiency has stayed in the low 40% range since 2007. Further disaggregation allows for deeper understanding of state-level achievement gaps by gender, race, free/reduced lunch eligibility, and English language learner (ELL) status.

Both the nation and Connecticut show a notable gap in reading scores between males and females. Female students have consistently held an advantage over their male counterparts. Connecticut struggles to close the gap among other student demographic groups as well. As with other measures of academic performance, much larger percentages of students who are white, native English speakers, or not participating in special education services score at or above proficient than students from other demographic groups.

The impact of reading proficiency on the outcomes of children and their communities has been substantial. Poor reading leads to a decrease in motivation to learn, continued educational struggles, hinders the ability to gain employment, and increases the degree of engagement in high-risk behaviors. SDE has added that proficiency in literacy is critical for an individual to lead a fulfilling and successful life, and for our state to have an educated community and productive workforce. Early childhood reading comprehension has been summarized in a variety of studies as critical to a child’s success during the remainder of their primary education, a greater likelihood of enrollment in higher education, and subsequent successes in achieving meaningful employment. SDE has also cited a recent national longitudinal study by the Annie E. Casey Foundation involving 4000 students that linked high school graduation rates, reading proficiency levels, and poverty. The results showed that approximately 16% of students who were “not reading proficiently by the end of third grade did not graduate from high school on time.”

SDE has noted that although Connecticut has had an array of supports and initiatives in place, the state must continue to strive to ensure that all students succeed. The state must continue to allocate resources to districts and provide technical assistance regarding the implementation of the Connecticut Core Standards, best practices in K-3 reading, and a comprehensive K-3 reading assessment system.

• National Assessment of Educational Process
• Department of Education
• Connecticut Coalition for Achievement Now (ConnCAN)
• Child Health and Development Institute of Connecticut
• Hartford Foundation for Public Giving
• Latino and Puerto Rican Affairs Commission

• Increase early screening, surveillance and linkage to services for early identification and treatment of delays or developmental concerns. (CHDI)
• Provide a briefer and easier to access assessment to connect children to services. (CHDI)
• Encourage public/private partnerships to support community collaboratives to promote comprehensive early child development and school readiness. (CHDI)
• Incentive and prioritize K-3 literacy efforts within the current Alliance Districts program. (ConnCAN)
• Require teacher preparation programs to offer more robust programs on early reading and literacy instruction. (ConnCAN)
• Offer additional professional development and mentoring to support differentiated early reading instruction. (ConnCAN)
• Support meaningful parent engagement as a critical factor for children’s development and early school success. (HFPG)
• Focus on the holistic development of the child and the broad array of conditions that impact their healthy growth and development. (HFPG)
• Ensure that families have their basic needs met including stable housing, transportation, opportunities for workforce readiness, and safety. (HFPG)
• Put more resources into improving education outcomes for English Language Learners. (LPRAC)
• Bolster core literacy instruction from kindergarten through third grade. (SDE)

Strategies provided by the Child Health and Development Institute of Connecticut (CHDI), the Connecticut Coalition for Achievement Now (ConnCAN), the Hartford Foundation for Public Giving (HFPG), the Latino and Puerto Rican Affairs Commission (LPRAC), and the Connecticut State Department of Education (SDE)