Ohio 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 Ohio Learning Standards, which outlines the skills and knowledge that students need to develop in order to be successful readers, including phonics, fluency, vocabulary, and comprehension.
Ohio 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 Ohio Literacy Academy to provide guidance and support to educators and promote evidence-based literacy practices.
Ohio uses a statewide assessment, the Ohio State Tests, to monitor student progress in reading and identify areas where additional support is needed. The state's Response to Intervention (RTI) framework provides a systematic approach to identifying and supporting struggling readers, with tiered levels of intervention based on student needs.
The Ohio Department of Education also partners with local organizations and agencies to promote literacy development through initiatives such as the Ohio Early Literacy Initiative and the Ohio Family Engagement Network. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the Ohio Third Grade Reading Guarantee, which focuses on promoting early literacy development among young children in the state and requires students to demonstrate reading proficiency in order to advance to fourth grade.
Ohio 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 35 points lower than that of White students. This performance gap was not significantly different from that in 2002 (27 points).
In 2022, Hispanic students had an average score that was 30 points lower than that of White students. Data was not reported for Hispanic students in 2002, because reporting standards were not met.
In 2022, male students in Ohio 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 32 points lower than that for students who were not eligible. This performance gap was wider than that in 2002 (24 points).
Information from the NAEP website for 2022 4th grade reading scores.
OH EVIDENCE-BASED CHAMPIONS
OH 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.