Colorado 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 Colorado Academic Standards for English Language Arts, which outline the skills and knowledge that students need to develop in order to be successful readers, including phonics, fluency, vocabulary, and comprehension.
Colorado provides training and support for educators in evidence-based literacy practices, such as balanced literacy instruction and the use of data to inform instruction. The state has established the Colorado Department of Education's Literacy Office to provide guidance and support to educators and promote evidence-based literacy practices.
Colorado uses a statewide assessment, the Colorado Measures of Academic Success (CMAS), to monitor student progress in reading and identify areas where additional support is needed. The state's Response to Intervention (RTI) framework provides a systematic approach to identifying and supporting struggling readers, with tiered levels of intervention based on student needs.
The Colorado Department of Education also partners with local organizations and agencies to promote literacy development through initiatives such as the Colorado READ Act and the Colorado Preschool Program. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the Colorado Early Learning and Development Guidelines, which focuses on promoting early literacy development among young children in the state.
Colorado Student Score Gaps:
This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 31 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points).
In 2022, Hispanic students had an average score that was 30 points lower than that for White students. This performance gap was not significantly different from that in 1998 (26 points).
In 2022, male students in Colorado had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (26 points).
Information from the NAEP website for 2022 4th grade reading scores.
CT EVIDENCE-BASED CHAMPIONS
CO 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.