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North Carolina 

North Carolina 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 North Carolina Standard Course of Study, which outlines the skills and knowledge that students need to develop in order to be successful readers, including phonics, fluency, vocabulary, and comprehension.

North Carolina 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 North Carolina Center for the Advancement of Teaching to provide guidance and support to educators and promote evidence-based literacy practices.

North Carolina uses a statewide assessment, the North Carolina End-of-Grade (EOG) assessment and the North Carolina End-of-Course (EOC) assessment, 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 North Carolina Department of Public Instruction also partners with local organizations and agencies to promote literacy development through initiatives such as the North Carolina Read to Achieve program and the North Carolina Early Learning Network. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the North Carolina Pre-K program, which focuses on promoting early literacy development among young children in the state.

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North Carolina Student Score Gaps:
 

  • This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 64%.

  • In 2022, Black 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 (30 points).

  • In 2022, Hispanic students had an average score that was 23 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.

  • In 2022, male students in North Carolina had an average score that was lower than that for female students by 7 points.

  • In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 25 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.

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NORTH CAROLINA'S EVIDENCE-BASED CHAMPIONS

NC 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.

North Carolina Department of Public Instruction

https://www.dpi.nc.gov/

North Carolina Reading Association

https://www.ncreading.org/

North Carolina Association for the Education of Young Children

https://ncaeyc.org/

 

The International Dyslexia Association - North Carolina Branch

https://nc.dyslexiaida.org/

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