of Texas 3rd graders who are not proficient in reading.

of Texas 3rd graders who are not proficient in math.

Low early literacy achievement is linked to negative academic and social outcomes.

The ability to read on grade level by 3rd grade is heavily correlated with a student’s postsecondary success and overall lifetime earning potential.¹³ Research suggests that students who do not meet grade-level expectations by 3rd grade are 4x less likely to graduate high school. Additionally, according to the National Assessment of Adult Literacy, two-thirds of students who cannot read on grade level by the end of the fourth grade will end up incarcerated or on welfare.¹⁴ By the end of 3rd grade, students transition from learning to read to reading to learn, making the ability to read by 3rd grade one of the most important factors to a student’s educational success.

Math competency is needed for a growing economy.

Inversely, Algebra I attainment is positively correlated with postsecondary attainment. Students who take Algebra I in 8th grade and progress to take four years of high school math are 2x more likely to complete a postsecondary credential and earn higher wages,¹⁵ with the highest boost in wages to rural students. Math skills are particularly critical to meet the workforce demand for the state’s fastest growing jobs, which are primarily STEM-focused.¹⁶ As long as gaps persist in math performance, Texas students are unequipped and uncompetitive for these high-wage, high-demand careers, hurting their lifelong earning potential and ability to contribute to Texas’ booming economy.

Coaching, professional development, and evidence-based interventions remain key to success.

Instructional coaching, paired with early identification and evidence-based intervention, provides the most impact in ensuring every student is on grade level in reading and math by the 3rd grade. ¹⁷Particularly, recent research suggests that the difference in instructional quality between teachers who receive instructional coaching is equivalent to the difference in quality between a novice and a teacher with five to ten years of experience.¹⁸

Comprehensive early literacy policies are well-researched and widely adopted.

Since 2013, 38 states have passed laws addressing low early literacy rates.¹⁹ Some of the earliest adopters, such as Florida and Mississippi, have seen tremendous gains not only in third grade proficiency but also in other key outcomes such as Kindergarten readiness scores, high school graduation rates, and participation in college-credit coursework. Among those states, Texas has made some promising investments in early education the last two legislative cycles, but according to experts, Texas is still missing eight components of a comprehensive early literacy policy, trailing behind its neighboring states.²⁰