City reviews falling third‑grade reading rates, Read On Phoenix expands targeted interventions
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Summary
Phoenix staff presented data showing third‑grade reading proficiency at 27% in 2025 and outlined Read On Phoenix strategies—attendance initiatives, tutoring, early‑learning programs and partnerships with Stanford Children, First Things First and ASU—to improve outcomes through 2030.
Tim Valencia, Phoenix’s Youth and Education Director, told the subcommittee on Feb. 25 that third‑grade reading proficiency in Phoenix declined to 27% in 2025, down from 33% in 2022, and emphasized the city’s cross‑sector response to the data.
Valencia said the decline mirrors statewide trends and that chronic absenteeism remains a significant factor: in 2025, 23% of Phoenix students were chronically absent (missing 10% or more of the school year). "Students who do not read proficiently by third grade are four times more likely to leave high school without a diploma," Valencia said, framing literacy as a broader community concern.
The Read On Phoenix initiative aligns with the Arizona statewide Read On Arizona plan and focuses on four pillars: building educator capacity around the science of reading, scaling evidence‑based practices, engaging families and expanding access to early learning. Valencia listed local programs—kindergarten boot camp, Phoenix Families First resource centers, literacy hubs, ExperienceCore tutoring, Phoenix PACK after‑school partnering with ASU, and library early‑learning outreach—and named partners including Stanford Children's, Southwest Human Development and First Things First.
Council members asked about earlier screening indicators, universal pre‑K discussion, the effect of state‑level policy and funding, and the need to identify causes of chronic absenteeism. Valencia said districts use beginning/mid/end year assessments in K–3 to identify students needing interventions and that the office is pursuing additional funding and community partnerships. He also said the Read On Phoenix initiative will convene a March meeting to refine outcome metrics and that staff will share partner data sheets with the subcommittee.
A Fulbright Scholar from Arizona State University, Umai Mahilal, offered public comment praising the city’s cross‑sector, systems approach and urged treating early education as infrastructure to support resilience and long‑term economic mobility.
Vice Mayor and council members encouraged data‑driven targeting, volunteer support for tutoring, and continued advocacy for stable funding including consideration of universal pre‑K at the state level.
