Wisconsin 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 Wisconsin Academic 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.
Wisconsin 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 data to inform instruction. The state has established the Wisconsin Department of Public Instruction's Office of Academic Excellence to provide guidance and support to educators and promote evidence-based literacy practices.
Wisconsin uses a statewide assessment, the Wisconsin Forward Exam, 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 Wisconsin Department of Public Instruction also partners with local organizations and agencies to promote literacy development through initiatives such as the Wisconsin Reading First program and the Wisconsin Early Childhood Collaborating Partners. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the Wisconsin Model Early Learning Standards, which focuses on promoting early literacy development among young children in the state.
Wisconsin Student Score Gaps:
This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 40 points lower than that of White students. This performance gap was not significantly different from that in 1998 (41 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 1998 (27 points).
In 2022, male students in Wisconsin had an average score that was lower than that of female students by 9 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 not significantly different from that in 1998 (27 points).
Information from the NAEP website for 2022 4th grade reading scores.
WI EVIDENCE-BASED CHAMPIONS
WI 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.