North Dakota 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 Dakota English Language Arts (ELA) Standards, which outline the skills and knowledge that students need to develop in order to be successful readers, including phonics, fluency, vocabulary, and comprehension.
North Dakota provides training and support for educators in evidence-based literacy practices, such as balanced literacy instruction, explicit instruction in foundational skills, and the use of formative assessments to guide instruction. The state has established the North Dakota Department of Public Instruction's Office of Curriculum, Instruction, and Assessment to provide guidance and support to educators and promote evidence-based literacy practices.
North Dakota uses a statewide assessment, the North Dakota State Assessment (NDSA), 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 Dakota Department of Public Instruction also partners with local organizations and agencies to promote literacy development through initiatives such as the North Dakota Reading Corps and the North Dakota Early Learning Standards. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the Early Intervention for Infants and Toddlers Program, which focuses on promoting early literacy development among young children in the state.
North Dakota Student Score Gaps:
This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 66%.
In 2022, Black students had an average score that was 33 points lower than that for White students. Data are not reported for Black students in 2002, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 20 points lower than that for White students. Data are not reported for Hispanic students in 2002, because reporting standards were not met.
In 2022, male students in North Dakota 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 23 points lower than that for students who were not eligible. This performance gap was wider than that in 2002 (15 points).
Information from the NAEP website for 2022 4th grade reading scores.
ND EVIDENCE-BASED CHAMPIONS
ND 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.