NC, US students are in a ‘reading recession,’ as test scores continue to decline :: WRAL.com Vibe NC

TL;DR: While North Carolina students are making impressive strides in math, new research shows our state is still caught in a "reading recession," with scores lagging behind pre-pandemic levels. Efforts to overhaul reading instruction with phonics are underway, but results are slow, exacerbated by persistent student absenteeism.

NC Schools See Math Gains, But Reading ‘Recession’ Continues to Challenge Our Students

Here in North Carolina, our students’ academic progress is a top priority, and new data paints a mixed picture for our communities. A comprehensive national study, analyzing test scores from over 5,000 school districts across 38 states and D.C., reveals a heartening comeback in math for our state. However, the report also confirms a troubling trend: our students, like many nationwide, are still grappling with what researchers are calling a “reading recession.”

North Carolina’s Promising Math Recovery

Let’s start with the good news. Since the return to in-person learning in the 2021-22 school year, North Carolina has demonstrated remarkable progress in mathematics. Our state has posted the 9th-highest gains in math scores across the nation among the states studied. While we’re still catching up to 2019 national averages, currently about one-fifth of a grade level behind, these significant improvements indicate that our strategies for math recovery are working, cutting our deficit considerably.

The Lingering Challenge: A Reading Recession

Unfortunately, the same cannot be said for reading. The research shows that North Carolina’s reading scores remain approximately half a grade level behind pre-pandemic national averages, with the deficit largely growing since 2022. This isn’t just a post-pandemic issue; reading scores have been on a downward slide nationally for eighth graders since 2013 and fourth graders since 2015, with the pandemic acting as a “mudslide” on an already eroding foundation, according to Harvard professor Thomas Kane.

Several factors complicate our state’s reading landscape, including academic declines spurred by the COVID-19 pandemic, years of pre-existing score drops, and, significantly, persistent poor student attendance across our districts.

A Closer Look at Absenteeism

A major hurdle in our students’ learning recovery is chronic absenteeism. State data reveals a concerning trend: one in every four North Carolina students—over 350,000 children—misses at least 10% of schooldays annually. This figure is significantly higher than pre-pandemic levels, when closer to one in six or seven students were chronically absent. It’s clear that consistent attendance is vital for sustained academic growth, particularly in foundational skills like reading.

North Carolina’s “Science of Reading” Initiative

Recognizing the urgency, North Carolina, like many other states, has embarked on a significant overhaul of its reading instruction. The goal is to align teaching methods with the “Science of Reading”—a research-backed approach that emphasizes phonics and systematic decoding skills, moving away from older methods that relied more on context clues and guessing. This shift acknowledges decades of research on how children learn to read effectively.

Our state has taken concrete steps:

• A 2021 law mandated that all current teachers receive training in the principles of the “Science of Reading,” a substantial investment of approximately $50 million.
• That same year, seven full-time state employees were designated to support this statewide literacy overhaul.
• In 2022, funding was allocated for one literacy coach for each of North Carolina’s 115 school districts, along with regional and statewide coaches, to provide on-the-ground support and guidance to educators.

However, the impact of these reforms is expected to lag, with the final teacher trainings only completing in 2024. Furthermore, some local districts face financial constraints; for instance, the Wake County school board is considering cutting some literacy coach positions as part of budget-cutting efforts, though retaining coaches for schools with the highest need.

While NC does not mandate grade retention for third-grade reading difficulties, our state does require individualized reading plans for students identified with challenges, guided by diagnostic assessments. This proactive intervention aims to provide targeted support where it’s needed most.

What’s Next for Our Schools?

North Carolina Department of Public Instruction (DPI) officials acknowledge that seeing the full impact of the literacy overhaul on standardized test scores will take time. They are actively working on further refinements, with a current focus on second and third graders. Future plans include:

• Highlighting and sharing effective teaching practices across all schools.
• Intensifying efforts to improve reading comprehension skills.
• Strengthening literacy coaching support at the school level.

Though state and federal standardized tests don’t capture kindergarten through second grade, our state utilizes the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to monitor early literacy. Recent DIBELS data shows encouraging gains in kindergarten and first-grade students mastering phonics and decoding, offering a hopeful glimpse into the foundational work being done.

Lessons from Across the Nation

Success stories from other states offer valuable insights for North Carolina. States like Mississippi, Louisiana, and Alabama, often bucking historical trends, have seen significant reading gains by embracing comprehensive “Science of Reading” reforms, including extensive teacher training, literacy coaches, and strong accountability measures.

Beyond instructional methods, consistent student attendance has been a game-changer for districts like Detroit, which invested in attendance agents and targeted support to ensure kids are in their seats. Modesto, California, also saw significant growth by coupling intensive “Science of Reading” training (using the same LETRS program as NC) with enhanced support for English language learners and a focus on reading fluency.

The journey to improve our children’s reading proficiency is complex and ongoing. As our communities strive to support our schools, these efforts underscore the importance of sustained commitment to research-based instruction, consistent student attendance, and robust support systems for both students and teachers. Together, we can work towards a future where every North Carolina student is a strong, confident reader.

Original reporting by via www.wral.com. Read the full original source here. Categories: Department of Public Instruction,WRAL specialists,literacy,education Join the discussion: #students #reading #recession #test #scores #continue #decline #WRAL.com