Early literacy provides a critical foundation for every child’s academic success. However, a new report from the Kem C. Gardner Policy Institute, commissioned by the Clark and Christine Ivory Foundation, reveals that nearly half of Utah’s K-3 students are not meeting grade-level reading expectations. In 2025, only 50.3% of third graders achieved grade-level proficiency in reading, with similar rates in earlier grades.
“Early childhood literacy is not just an academic benchmark; it is the cornerstone of a child’s future success,” said Andrea Thomas Brandley, senior education analyst at the Gardner Institute and lead author of the report. “The ability to read proficiently by third grade profoundly impacts a student’s entire educational journey, their economic opportunities, and their capacity to engage fully in civic life.”
Key findings from the report include the following:
Low Grade-Level Proficiency – In 2025, 50.3% of third graders achieved grade-level proficiency in reading, with similar rates in earlier grades.
Significant Disparities – Reading proficiency varies widely, with English-language learners, students with disabilities, Hispanic/Latino students, and economically disadvantaged students showing significantly lower rates.
Long-Term Impact of Literacy – Strong early literacy skills are foundational for future academic achievement, higher graduation rates, better employment prospects, and overall health and civic engagement.
Early Experiences Matter – Early experiences such as language exposure, shared reading, and high-quality early learning environments are critical for a child’s readiness to read. Research indicates that nearly all children can learn to read with systematic, evidence-based instruction and targeted support.
Utah’s Policy Framework – Utah’s Early Literacy Outcomes Improvement Act (SB 127, 2022) aims to address these challenges by setting a statewide goal of 70% third-grade reading proficiency by 2027 and strengthening supports.
Implementation Drives Results – Research from states that have improved early literacy shows that progress depends not just on policy design, but on consistent, high-quality implementation over time, including aligned curriculum, teacher support, early identification, and targeted interventions.
