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Early Warning Confirmed: Executive Summary of a Research Update on Third-Grade Reading
This executive summary reviews updated research on early-grade reading proficiency in the United States. A follow up to a 2010 KIDS COUNT special essay, "Early Warning: Why Reading by the End of Third Grade Matters," this 2013 research report supports the link between reading deficiencies and broader social consequences.
Early Warning Confirmed: A Research Update on Third-Grade Reading
Updated research in this report underscores the urgency of ensuring that children develop proficient reading skills by the end of third grade, especially those living in poverty or in impoverished communities. A follow up to 2010's "Early Warning: Why Reading by the End of Third Grade Matters," this report supports the link between reading deficiencies and broader social consequences, including how living in poor households and high-poverty neighborhoods contribute to racial disparities in literacy skills in America and how low achievement in reading impacts an individual’s future earning potential.
Atlanta Civic Site: Climbing the Ladder of Reading Proficiency
This report tells how a group of parents, educators, community-based service providers, funders, and education experts created the Dunbar Learning Complex with the goal of permanently changing the path of children living in poverty. It also shares the impact of those efforts on children and their parents, two years later.
Making Performance Funding Work for All
This brief contrasts two models of funding public higher education and then traces the evolution of performance funding. attention next turns to design characteristics and concerns about performance funding, supplemented by profiles of the models used in several states.
Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation
This revised study finds that students who don’t read proficiently by third grade are four times more likely to leave without a diploma than proficient readers. It is notable in breaking down for the first time the likelihood of graduation by different reading skill levels and poverty experiences. It also updates a 2011 research brief with new data on graduation rates for students living in concentrated poverty.