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Idaho 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 Idaho Content Standards for English Language Arts, which outlines the skills and knowledge that students need to develop in order to be successful readers, including phonics, fluency, vocabulary, and comprehension.

Idaho provides training and support for educators in evidence-based literacy practices, such as balanced literacy instruction and the use of formative assessments to guide instruction. The state has established the Idaho State Department of Education's Literacy Office to provide guidance and support to educators and promote evidence-based literacy practices.

Idaho uses a statewide assessment, the Idaho Reading Indicator (IRI), 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 Idaho State Department of Education also partners with local organizations and agencies to promote literacy development through initiatives such as the Idaho Comprehensive Literacy Initiative and the Idaho Early Literacy Project. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the Idaho Early Learning Standards, which focuses on promoting early literacy development among young children in the state.

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Idaho Student Score Gaps:

  • This data represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level, which was 63%.

  • Data was not reported for Black students in 2022, because reporting standards were not met.

  • In 2022, Hispanic students had an average score that was 16 points lower than that of White students. This performance gap was narrower than that in 2002 (27 points).

  • In 2022, male students in Idaho had an average score that was lower than that of female students by 9 points.

  • In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 23 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2002 (19 points).

Information from the  NAEP website for 2022 4th grade reading scores.




These organizations are committed to promoting evidence-based reading practices, providing professional development opportunities for educators, and supporting students in developing strong reading skills.

Idaho State Department of Education

Idaho Council of Teachers of English Language Arts

Decoding Dyslexia - Idaho Branch

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