End-of-year data from Amplify show that while more K–2 students are on track to learn to read, year-over-year improvements have slowed and gender disparities present a complex picture.
Amplify, a publisher of next-generation curriculum and assessment programs, today released a research brief on the latest K–2 end-of-school-year literacy data. Findings suggest that overall, more young students are on track to learn to read and fewer are behind than during the pandemic—8 percent more second graders, 14 percent more first graders, and 21 percent more kindergartners are at or above benchmark compared to the 2020-21 school year.
However, year-over-year improvements have slowed. Since the 2023-24 school year, the percentage of students on track has only improved by 1-2 points in each grade.
The data also show a nuanced picture of gender disparities in early reading. Across K–2, boys score the same or better than girls in reading readiness at the beginning of the year. But as the year progresses, girls show more improvement than boys, narrowing gaps and sometimes outperforming them by the end of the year.
“Five years out from the pandemic, we’re seeing encouraging signs that early literacy recovery is taking hold as more students across all early grades are on track to learn to read, with kindergarteners and first graders leading the recovery,” said Paul Gazzerro, director of customer data at Amplify.
Despite these successes, literacy trends across the United States remain a concern, as year-over-year progress remains slow.
“Grades K–2 remain critical years for literacy development,” said Susan Lambert, chief academic officer of elementary humanities at Amplify. “To support young readers, educators need data-driven insights into student reading development and instructional practices that are based in the Science of Reading.”
Amplify encourages districts and schools to analyze end-of-year data by school, grade, and classroom, and create integrated plans that:
- Administer benchmark assessments three times per year to monitor levels of risk for reading difficulties.
- Analyze student data and make informed decisions to support students who are at risk for not learning to read.
- Allocate additional instructional time and resources for at-risk students.
- Regularly monitor progress for students, making adjustments as needed.
- Ensure all students receive instruction that is evidence-based.
- Instill a love of reading during school programs, with caregiver and community support.
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