Alabama has implemented several literacy policies aimed at improving reading proficiency among its students. The state's approach to literacy education focuses on evidence-based instruction, early intervention, and support for struggling readers. One key policy is the Alabama Course of Study Standards, which outlines the skills and knowledge that students need to develop in order to be successful readers, including phonics, fluency, vocabulary, and comprehension.
Alabama provides training and support for educators in evidence-based literacy practices, such as explicit instruction and the use of assessment data to inform instruction. The state has established the Alabama Reading Initiative to provide guidance and support to educators and promote evidence-based literacy practices.
Alabama uses a statewide assessment, the Alabama Comprehensive Assessment Program (ACAP), to monitor student progress in reading and identify areas where additional support is needed. The state's Multi-Tiered System of Supports (MTSS) framework provides a systematic approach to identifying and supporting struggling readers, with tiered levels of intervention based on student needs.
The Alabama Department of Education also partners with local organizations and agencies to promote literacy development through initiatives such as the Alabama Literacy Act and the Alabama Family Engagement Initiative. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the Alabama First Class Pre-K program, which focuses on promoting early literacy development among young children in the state.
Alabama Student Score Gaps:
This data represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 27 points lower than that of White students'. This performance gap was not significantly different from that in 1998 (31 points).
In 2022, Hispanic students had an average score that was 19 points lower than that of White students'. Data was not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Alabama had an average score that was lower than that for female students by 10 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 24 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (29 points).
Information from the NAEP website for 2022 4th grade reading scores.
AL EVIDENCE-BASED CHAMPIONS
AL EVIDENCE-BASED ORGANIZATIONS
These organizations are committed to promoting evidence-based reading practices, providing professional development opportunities for educators, and supporting students in developing strong reading skills.