Ohio passed a third-grade reading “guarantee” in 2012. This paper examines the impact of that policy seven years later, by analyzing national and state reading achievement data.
Ohio’s third-grade reading guarantee was enacted in 2012 with the goal of ensuring that all third graders were reading proficiently before the transition to fourth grade. Reading guarantee policies are a prime example of policy makers observing research and attempting to craft policy aligned to it. In this case, a solid body of research demonstrates that a child’s ability to read by the end of third grade strongly predicts her later schooling and life success.
What has the impact of Ohio’s policy been on the proficiency of Ohio’s fourth graders? In this paper, we examined this question in two parts, using both national assessment data and Ohio-specific data. We found no meaningful or significant improvements to Ohio’s fourth-grade reading achievement from the time the third-grade reading guarantee was implemented. We also examined disparities between the rates reported for the passage rate of the third-grade reading guarantee, actual third-grade proficiency scores, and the proficiency rate for fourth-grade reading achievement.
Finally, the paper offers several broad considerations for policy makers, schools, researchers, and parents – all of whom play a role in ensuring that more Ohio youngsters are on track to reading proficiency and success in schooling.
What has the impact of Ohio’s policy been on the proficiency of Ohio’s fourth graders? In this paper, we examined this question in two parts, using both national assessment data and Ohio-specific data. We found no meaningful or significant improvements to Ohio’s fourth-grade reading achievement from the time the third-grade reading guarantee was implemented. We also examined disparities between the rates reported for the passage rate of the third-grade reading guarantee, actual third-grade proficiency scores, and the proficiency rate for fourth-grade reading achievement.
Finally, the paper offers several broad considerations for policy makers, schools, researchers, and parents – all of whom play a role in ensuring that more Ohio youngsters are on track to reading proficiency and success in schooling.