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MILESTONE


read proficiently by 3rd grade

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MILESTONE


read proficiently by 3rd grade

Why is Reading by 3rd grade important?

In third grade, an important shift happens in what reading means to a student. Up to this point in a students' journey the focus has been on the importance of learning to read for the sake of reading; when we reach this stage it flips and becomes about reading to learn. Once this happens, reading moves from being a goal to be achieved to being a critical tool for all future learning.

Students who fall behind at this point face barriers to their future learning. This can be overcome, but not without the efforts of our entire community.

When the system doesn't work:

  • Students enter third grade lacking necessary reading skills. This makes it much harder for them to learn core concepts and gain the knowledge needed for future success.

When the System Works:

  • Students enter 3rd grade with basic and even advanced reading skills. This puts them in position to begin learning the core concepts needed to be successful throughout their educational careers.

Context


Context


First-year scores on the California Assessment of Student Performance and Progress (CASPP) aligned to the Common Core standards showed that 60% of Marin County’s students met achievement targets in 3rd Grade Literacy in 2015.
 
These new scores establish a baseline against which future results can be measured but cannot be compared with earlier tests, which were based on different academic standards, had different names and numbers of achievement levels, were taken with paper and pencil and were mainly multiple choice.
 
Wide disparities in achievement among student groups persist. While 74 percent of economically advantaged students met achievement targets, only16 percent of English language learners and 24 percent of low-income students did. 

The Data Story


The Data Story


Too many of our children throughout Marin are not developing the skills needed to make the transition from learning to read to reading to learn. But how do we know where to best place our resources to change this? 

By disaggregating the data to understand how different groups within our community are performing on these key metrics. In doing so we have insight in how best to create systemic solutions for systemic problems.

when the system is working

Over 90%  of White & Asian students and almost 75% of Non-Economically Disadvantaged students are in position to successfully make the transition from learning to read to reading to learn.

 

when the system isn't working

Approximately 60% of Black/African American and Hispanic/Latino students, less than 25% of Economically Disadvantaged students and only 16% of English Language Learners have the skills needed by 3rd grade for future success in school.

Data tells stories that can help our children read

*Non-Economically Disadvantaged - students not qualifying for free or reduced lunch

Economically Disadvantaged - students qualifying for free or reduced lunch

Other Efforts


Other Efforts


marin promise partnership has no launched an action team in this area - here are some local efforts showing potential:

MCOE - Early Success Initiative

SEAL [need link]