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

Nebraska provides training and support for educators in evidence-based literacy practices, such as explicit instruction, balanced literacy instruction, and the use of data to inform instruction. The state has established the Nebraska Department of Education's Office of Early Childhood and Reading to provide guidance and support to educators and promote evidence-based literacy practices.

Nebraska uses a statewide assessment, the Nebraska Student-Centered Assessment System (NSCAS), 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 Nebraska Department of Education also partners with local organizations and agencies to promote literacy development through initiatives such as the Nebraska Striving Readers Comprehensive Literacy (SRCL) Program and the Nebraska Early Childhood Training Center. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the Nebraska Early Learning Guidelines, which focuses on promoting early literacy development among young children in the state.

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Nebraska 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 34 points lower than that of White students. This performance gap was wider than that in 2002 (17 points).

  • In 2022, Hispanic students had an average score that was 24 points lower than that of White students. This performance gap was not significantly different from that in 2002 (23 points).

  • In 2022, male students in Nebraska had an average score that was lower than that of female students by 6 points.

  • In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 29 points lower than that for students who were not eligible. This performance gap was wider than that in 2002 (22 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.

Nebraska Department of Education

Nebraska State Reading Association


Nebraska English Language Arts Council

The International Dyslexia Association - Nebraska Branch

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