Utah 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 Utah Core 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.
Utah provides training and support for educators in evidence-based literacy practices, such as guided reading instruction, explicit instruction in phonics and word recognition, and the use of formative assessments to guide instruction. The state has established the Utah State Board of Education's Teaching and Learning Department to provide guidance and support to educators and promote evidence-based literacy practices.
Utah uses a statewide assessment, the Student Assessment of Growth and Excellence (SAGE), 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 Utah State Board of Education also partners with local organizations and agencies to promote literacy development through initiatives such as the Utah Reads program and the Utah Early Intervention Program. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the Utah Early Childhood Core Standards, which focuses on promoting early literacy development among young children in the state.
Utah Student Score Gaps:
This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 60%.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 28 points lower than that for White students. This performance gap was not significantly different from that in 1998 (29 points).
In 2022, male students in Utah had an average score that was not significantly different from that for female students.
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 1998 (17 points).
Information from the NAEP website for 2022 4th grade reading scores.
UT EVIDENCE-BASED CHAMPIONS
UT 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.