IRREAD scores show a slight increase ahead of new law impacting 3rd-grade reading retention

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The proficiency of students in the state’s elementary reading test increased slightly in 2024, marking a rise before the implementation of Indiana’s revised retention law. Third graders must now pass the IREAD-3 test or meet specific exemptions to progress to the next grade.

This year, 82.5% of third graders achieved passing scores on the IREAD-3, compared to just under 82% in 2023. The Indiana Department of Education noted that this marks the largest single-year improvement since the introduction of the IREAD test in 2013.

The department attributed the improved scores to Indiana’s emphasis on literacy instruction supported by the science of reading, which is based on research highlighting explicit phonics instruction for effective reading skills. However, the current proficiency rates still fall short of the pre-pandemic levels, with 87.3% of third graders passing the test in 2019.

“The pandemic underscored the critical need for literacy assistance,” highlighted Lynn Schemel, the department’s chief academic officer during the State Board of Education Meeting. “Since the pandemic, our scores have shown a consistent increase.”

Following the science of reading directive, school districts and charter schools have adopted new curricula, and some schools have participated in the Indiana Literacy Cadre for professional development aligned with the new standards. Teacher training programs in Indiana have also started focusing on science of reading principles.

This year, schools that engaged with the literacy cadre saw a 2.5 percentage point average increase in IREAD scores, compared to a 0.2 percentage point average increase in schools that did not participate, as reported by the department.

“The progress we are witnessing is truly remarkable,” expressed Indiana Secretary of Education Katie Jenner. “The impact of the literacy cadre has been remarkable in driving this significant change.”

The requirement for schools to implement science of reading-based instruction was enacted into law by Gov. Eric Holcomb last year. Holcomb set a target in 2022 for 95% of third graders to achieve proficiency in elementary reading by 2027.

Starting next year, third graders failing to pass the test without qualifying for a “good cause exemption” will not progress to the next grade under the new retention law.

Data prior to the law indicated that many third graders not meeting reading proficiency and exemption criteria were promoted to fourth grade. A majority of students who did not pass the IREAD-3 test last year came from low-income households.

Notably, in 2022, schools were allowed to administer the test to second graders to identify those in need of additional literacy support. The department highlighted that early intervention for second graders struggling with reading in 2023 has contributed significantly to this year’s improvements.

“We have a tremendous opportunity to further increase the success rate among at-risk students,” remarked Jenner.

Notable Rise in IREAD Scores for Black Students

Although the overall improvement in student performance on the IREAD test has been gradual in recent years, certain demographics have shown significant progress compared to the statewide results.

This year, 68.6% of Black students achieved proficiency on the IREAD. This marks a 3.2 percentage point increase from last year and a notable 6.6 percentage point increase since 2021. Students with disabilities and those receiving free or reduced-price meals also demonstrated improvement, with gains of 2.2 and 1.8 percentage points, respectively.

White and Asian students maintained proficiency rates of 88.3% and 86.3%, reflecting slight increases from the previous year’s exam.

However, not all student groups showed an improvement in scores compared to the previous year. Hispanic students and English learners experienced declines of 0.3 and 0.4 percentage points, respectively. In 2024, 68.6% of Hispanic students passed the exam, while 63.6% of English learners achieved proficiency.

“We need to address the performance of our English language learners and Hispanic students, which has been highlighted multiple times,” assured Jenner. “At the Department of Education, we will delve deeper into this aspect.”

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