NC early reading gains steady, but third-grade scores decline

More North Carolina first- and second-graders are reading on grade level than just a few years ago, but the latest state data shows little progress for third-graders — the group most closely tied to promotion and retention decisions under state law.

At Wednesday’s State Board of Education meeting, Dan Tetreault, assistant director of early learning at the state Department of Public Instruction, presented the annual Read to Achieve report, which will be submitted to the General Assembly.

The report shows that 70% of first-graders and 66% of second-graders reached grade-level reading benchmarks in 2024-25, compared with 39% and 43% just four years ago.

Third-grade scores saw a slight decline. Just 47% of students demonstrated proficiency on the state reading test this year, down from 49% last year.

The data also showed gaps among student groups. Only 21% of English learners scored proficient in third-grade reading, and just 17% of students with disabilities met that standard. By comparison, 59% of white students and 69% of Asian students did so.

Board members questioned Tetreault on why the early-grade gains don’t translate into higher third-grade scores. He explained that the gap stems from the different skills measured.

“For grades one and two, students are assessed with the DIBELS 8 assessment, which looks at foundational skills,” Tetreault said. “By third grade, they have to show proficiency on the end-of-grade reading test. What we see in the DIBELS data is strength in the acquisition of foundational skills, but we see opportunities for growth in areas of language comprehension.”

Several members echoed those concerns, saying the state may need to examine more closely what “proficient” means, with some noting that DIBELS 8 measures different skills than the end-of-grade exam and questioned whether the state is measuring what matters most for reading.

“We want to be sure we’re measuring the right things at the right time so families and communities get a clear picture of progress,” said board member Beckie Spears. 

State law requires students who don’t meet third-grade reading standards to attend summer reading camps or be retained, with some exceptions. About 9,300 third-graders attended reading camps this summer — roughly 35% of those eligible — and 23% of them became proficient afterward.

The report also shows thousands of students promoted through “good cause” exemptions, such as passing an alternative test or having documented disabilities. This year, about one-third of students who initially failed state exams advanced under those provisions.

The Read to Achieve program was launched in 2012 to improve early literacy and ensure students are reading on grade level by the end of third grade. Since then, lawmakers have revised the law several times, adding summer reading camps, reading portfolios and alternative assessments.

Reporter Ahmed Jallow covers education as well as politics and elections.