Early Grade Reading

In an executive summary by the Annie E. Casey Foundation, Early Warning! Why Reading By the End of Third Grade Matters, (2013, p.1)Of the fourth-graders who took the National Assessment of Educational Progress (NAEP) reading test in 2009, 83% of children from low-income families, and 85% of low-income students who attend high-poverty schools, failed to reach the ‘proficient’ level in reading. Reading proficiently by third grade is a crucial marker in a child’s educational development.  Failure to read proficiently is linked to higher rates of school dropout, which suppresses individual earning potential as well as the nation’s competitiveness and general productivity,”.


Measuring Progress

To measure progress, we will use data to track student growth by showing longitudinal progress using the Language and Literacy portion of the Kindergarten Readiness Assessment (KRA) and the Ohio Language and Literacy Diagnostic for grades 1 and 2.



Over the past forty years researchers have shown that family engagement directly links to a child’s academic performance. Meaningful engagement of families in their children’s learning supports school readiness and later academic success, including greater academic motivation, grade promotion, and social-emotional skills, across children from diverse ethnic and socioeconomic backgrounds. According to the Global Family Research Project, literacy skills begin developing at birth, and a substantial and solid research base confirms that families play an important role in promoting them.

With the support of W.K. Kellogg Foundation we recently launched a series of Parent Café's.  Café's are held at local housing authority community centers and churches.  Contact Sarah if you are interested in participating, SBraun@eoepartnership.org.