Early Reading Proficiency in the United States

Early Reading Proficiency in the United States (2014) The Annie E. Casey Foundation

Children who are proficient readers by the end of third grade are more likely to graduate from high school and to be economically successful in adulthood. This KIDS COUNT data snapshot finds 80 percent of fourth-graders from low-income families and 66 percent of all fourth-graders are not reading at grade level. While improvements have been made in the past decade, reading proficiency levels remain low. Given the critical nature of reading to children’s individual achievement and the nation’s future economic success, the Casey Foundation offers recommendations for communities and policymakers to support early reading. Early reading proficiency rates for the nation and each state are provided.

Beyond "Subprime Learning": Accelerating Progress in Early Education

Laura Bornfreund, Clare McCann, Conor Williams, and Lisa Guernsey (July 2015). Beyond "Subprime Learning": Accelerating Progress in Early Education. Washington, D.C.: New America Foundation.

This report urges education policymakers to put more focus on teaching and learning in the early years and continue that work up through third grade. States and the federal government must do more to foster real teaching and learning, which means structuring policies to put a priority on promoting language-rich interactions between children and adults. The authors also proposes new policies related to Head Start, dual-language learners, elementary school principals, the Child Care and Development Block Grant, and the National Assessment of Education Progress (NAEP).

Subprime Learning: Early Education in America Since the Great Recession

Guernsey, L., Bornfreund, L., MccCann, C., and Williams, C. Subprime Learning: Early Education in America Since the Great Recession, New American Foundation, January 21, 2014.

Starting with 2009 as our baseline, the authors examined objective indicators across the birth-through-eight age span that pertain to student achievement, family well-being, and funding. We also provide subjective but research-based assessments of policies for improving teaching and learning and the creation of more cohesive systems. The aim is to provide a clearer picture of where America stands today by highlighting what is improving, in stasis, in flux, imperiled, or ignored. While bright spots are visible in some states, funding has fluctuated wildly, millions of children still lack access to quality programs, the K–3 grades have received little attention, and achievement gaps in reading and math have widened between family income levels. Meanwhile, child poverty rates have shot up.

Don't DYS Our Kids: Dyslexia and the Quest for Grade-Level Reading Proficiency

Fiester, L. (2012). Don't DYS Our Kids: Dyslexia and the Quest for Grade-Level Reading Proficiency. Commissioned by the Emily Hall Tremaine Foundation in partnership with the Campaign for Grade-Level Reading.

About 2.4 million children across the nation have been diagnosed with learning disabilities — but how successful is the U.S. education system in teaching these students to read? This new report provides a far-reaching overview of the history and progress in understanding and meeting the needs of children with dyslexia, as well as the persisting challenges that must be overcome, to ensure that all students can read proficiently by the third grade. The report also highlights best practices and examples of solutions that are already working in communities. Based on interviews with nearly 30 experts, the report includes a collection of recommended actions for advancing this movement.

Negotiating The Special Education Maze: A Guide for Parents and Teachers

Hayden, D., Takemoto, C., Anderson, W., Chitwood, S. Negotiating The Special Education Maze: A Guide for Parents and Teachers (2008). Woodbine House.
For more than 25 years, this classic guide has taken parents, guardians, educational advocates, and special educators step-by-step through the special education process. The book covers all the crucial components parents and advocates need to consider from anticipating a child is not succeeding in a program or school to seeking an evaluation; from planning an Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP), to understanding classroom placement options and monitoring progress.

Wrightslaw: No Child Left Behind

Wright, P.W.D., Wright, P.D., Heath, S.W. Wrightslaw: No Child Left Behind (2003). Harbor House Law Press.

The No Child Left Behind Act is confusing to parents, educators, administrators, advocates, and most attorneys. In this comprehensive book, you'll find the full text of the No Child Left Behind Act with analysis, interpretation and commentary, advocacy strategies, tips, and sample letters.

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"The more that you read, the more things you will know. The more you learn, the more places you'll go." — Dr. Seuss