Results suggest how schools teach reading matters more than a student's family income or English proficiency.
“What we see is the ones that have strong reading results focus on reading,” Collins said. “This is a problem that yields to effort. Getting districts and the state to focus on literacy will pay dividends.”
“Kids are excited about it and families are excited about it because their students do so well,” Horsley said. All elementary schools in the district have time set aside for classrooms to focus on phonics and guided reading, based on the individual needs of students. Teachers work with small groups of students at that time to focus on foundational reading skills like phonics and vocabulary, and also work with English learners to practice speaking and listening in English.
The report also compared school districts based on the percentage of low-income Latino students who have, based on their scores on the English Language Proficiency Assessment of California, a test that English learners take each year until they are deemed fluent.
But even when compared to each other, there are big differences among districts with large percentages of English learners. In Conejo Valley Unified in Ventura County and Gonzales Unified in Monterey County, 30% of low-income Latino students met or exceeded grade level in English language arts.
Only six districts studied increased the number of low-income Latino students reading and writing at grade level between 2019 and 2022, the report found.
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