The state of reading instruction in grades K-3
Early-grades reading instruction has long been a central point of emphasis—and concern—for educators and policymakers. That's in large part owing to a provocative body of research showing that students who don't read with proficiency by the end of 3rd grade are far more likely to experience poor academic outcomes, including leaving school without a diploma. This Education Week special report takes a wide-ranging look at new efforts to address the challenges of early-grades reading instruction.
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- South Fayette Township School District, McDonald, PA
- Chief Turnaround Officer (Georgia State Board of Education)
- National Association of State Boards of Education, Atlanta, GA
- High School Principal (18-19 SY)
- Indianapolis Public Schools, Indianapolis, IN
- Director, Instructional Resource Development, Advanced Placement (AP®) with WE Service Program
- WE Charity, New York, NY
- Special Education ELA Teacher, Gr. 9-12 (SY17-18)
- Dearborn STEM Academy, Boston, MA