Accelerating Third Grade Reading Achievement in a Rural, Multilingual District: A Multi-Measure, Systemic Literacy Reform

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 4
  In Roundtable Session: Advancing Reading and Math Achievement in Elementary Schools

Abstract

This applied research study examines a comprehensive literacy reform initiative implemented in a rural, multilingual public school district. Faced with seven years of declining third-grade reading scores, the district adopted a standards-aligned instructional model, integrated a multi-measure assessment system and implemented systemic changes including block scheduling, curriculum coherence, and professional development. Over three years, third-grade Smarter Balanced Assessment proficiency rose from 25.4% to 42.5%, and normative growth data showed a shift from the 50th to 79th percentile in national growth norms. This study highlights the potential for sustained, district-led improvement in early literacy through instructional alignment, assessment-driven decision-making, and leadership capacity-building in diverse, high-need educational contexts.

Authors

• Adrienne Minnery, Shelton School District

• Wyeth Jessee, Shelton School District