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Indiana 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 Indiana Academic 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.

Indiana 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 Indiana Department of Education's Early Literacy Initiatives to provide guidance and support to educators and promote evidence-based literacy practices.

Indiana uses a statewide assessment, the Indiana Statewide Testing for Educational Progress Plus (ISTEP+), 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 Indiana Department of Education also partners with local organizations and agencies to promote literacy development through initiatives such as the Indiana Reading Evaluation and Determination (IREAD) program and the Indiana Early Learning Foundations. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the On My Way Pre-K program, which focuses on promoting early literacy development among young children in the state.

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Indiana Student Score Gaps:

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

  • In 2022, Black students had an average score that was 29 points lower than that of White students. This performance gap was not significantly different from that in 2002 (23 points).

  • In 2022, Hispanic students had an average score that was 13 points lower than that of White students. This performance gap was not significantly different from that in 2002 (9 points).

  • In 2022, male students in Indiana had an average score that was not significantly different from that of female students.

  • In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 20 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2002 (23 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.

Indiana Department of Education

Indiana State Literacy Association

Indiana Council of Teachers of English


The International Dyslexia Association - Indiana Branch

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