As state-level efforts to improve student literacy skills continued around the country in 2023, Massachusetts implemented new policies and practices related to curricula, instruction, educator preparation, and systems of support for struggling readers. This report uses screening assessment data in Massachusetts to examine the number and profiles of students identified as at risk of reading difficulty in grades K–3. The analysis aims to inform additional policy and practice.

Key Insights  

  • Many performance patterns from prior reports remain consistent, with most students who begin the year below or significantly below benchmark continuing to perform at those levels by year’s end, although outcomes vary by grade. 
  • New analysis highlights the need for caution when interpreting changes in the percentages of students identified as at risk over time, as benchmarks have been set differently across time periods. 
  • Early childhood learning experiences reduce the likelihood of students being identified as at risk of reading difficulty. However, the probability of being identified as at risk increases as multiple student background characteristics intersect.

Download Other Briefs in This Series

Highlights From Early Literacy Performance in Massachusetts

Intersections: Student Background and Early Literacy Performance

Early Literacy Screening Assessment Benchmarks