Department staff told the State Board that preliminary analysis of spring and summer testing shows 8.5% of third graders were assessed below grade level at the end of summer, and the department is directing targeted supports and grant funding to the schools with greatest need.

“Get your kids in school, get them in school every day, and get them in school a long time every day,” said Dr. Peacock (first name not specified), during a presentation linking attendance to reading outcomes. Dr. Peacock and other department staff presented multiple data points and described how the department will allocate reading supports.

The department said there were 55,930 third graders in the tested cohort. Of that group, 6,470 scored below grade level in spring testing. At the end of summer retesting, 4,007 third graders were retested: 1,743 of those reached grade level and 2,264 remained below grade level. Department staff described these figures as preliminary and said final numbers will change as districts submit portfolio assessments and formal promotion/retention reports; staff indicated a fuller tally will likely be presented in October.

Board members and staff discussed why many students did not retest after summer programming. Staff said missing summer retests can reflect parent choices, special education considerations and other factors such as access to programming or transportation. The department said the Reading Beyond Grade 3 initiative and other competitive grants are being distributed based on need rather than equally; schools with higher deficiency rates receive more support, and full-support schools receive more intensive interventions and regional coaching than limited-support schools.

The board also heard that the department approved a $37 million testing amendment in contract review earlier this month to extend the current assessment contract rather than replace the assessment immediately. The amendment, staff said, extends the existing test for additional years; the department indicated an RFP process will be required in 2027 but noted that a different vendor could administer the same assessment under cooperative arrangements.

Staff described specific funding and program actions: the department has begun allocations for Reading Beyond Grade 3 grants, including funds to hire reading interventionists in fourth grade (staff referenced an allocation figure of about $90,000 per interventionist to cover salary and benefits). Officials also noted there are statewide tutoring, summer-reading and peer-tutoring grants, and that schools may receive assessment funds to monitor student progress beyond grade 3.

Board members asked about identification of students who are “on the bubble” (students just above the cut score). Department staff said the department now sends letters to parents of students above the cut score but close enough to be at risk, and staff described additional interventions and grant opportunities to support those students.

Department staff emphasized they will continue district-level analysis, including questions about whether nonresponse to summer retesting is concentrated in particular schools and whether transportation or other barriers explain differences in retest participation.