Poster #79 - How States Are Building Capacity to Improve Reading Outcomes

• In Event: Saturday Poster Luncheon

Abstract

States are making substantial investments in early literacy through comprehensive literacy legislation, yet many face challenges in translating data into actionable insights to improve instruction and student outcomes. This poster examines how two states—North Dakota and Missouri—are building capacity to use data, evidence, and continuous improvement strategies to strengthen reading outcomes under recent policy reforms.In North Dakota, where fewer than half of students are proficient in English language arts, the state has implemented a comprehensive literacy law in 2022 focused on improving curriculum aligned with the Science of Reading, professional development, and assessment systems. The state is partnering with the Regional Educational Laboratory (REL) Central to improve how it measures implementation, interprets data, and develops evidence-based supports for educators. Key efforts include co-interpreting statewide implementation and outcomes data, refining measurement tools, identifying evidence-based practices to address specific literacy challenges, and designing a future evaluation of the law’s impact.In Missouri, recent legislation (SB 681, also in 2022) required districts to select and administer a state-approved foundational reading assessment at the beginning and end of each school year to students in grades K-3 and established Reading Success Plans (RSPs) for struggling students, supported by ongoing funding. The state is working with REL Central to strengthen its analytic capacity to measure student reading growth, communicate results to state legislators for their districts, and monitor outcomes for students with RSPs.Across both states, this work highlights common challenges and promising strategies for using data to inform policy and practice. These include developing meaningful growth metrics, improving data quality and measurement systems, translating complex analyses into accessible information for decision-makers, and aligning evidence-building efforts with policy goals.This poster will contribute to understanding how variation in state policy contexts shapes the implementation of literacy reforms and offers actionable lessons for states seeking to improve reading outcomes through data-driven decision making.

The poster will focus on the following questions: 

* How are states building capacity to use reading data to inform policy and practice?
* What challenges do states face in measuring implementation and student growth?How do policy design choices (e.g., assessment systems, reporting requirements) shape data use?
* What strategies support translating data into actionable insights for educators and policymakers?

Answers to these questions will focus on the following highlights and policy implications: 

* States are “data rich but information poor,” which highlights the need for better interpretation and use of existing data.
* Measurement matters: Implementation and growth metrics shape what states can learn.
* Communication is critical: Policymakers need clear, accessible summaries of complex data.
* Targeted supports require better data: Monitoring outcomes for students receiving interventions (e.g., RSPs) is essential.
* Capacity-building is iterative: Coaching, tools, and co-design approaches support sustainable data use.
* States need investments not just in data collection, but in data interpretation and use.
* Growth metrics and reporting approaches should balance technical rigor and accessibility.
* Strong data systems can support continuous improvement and accountability under literacy reforms.
* Cross-agency coordination (education, research, policy) is essential for scaling impact.

Author

• Stephen Lipscomb, Mathematica
  Presenting Author