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- Definition: Percentage of all public school students tested who completed the English Language Arts/Literacy (ELA) California Assessment of Student Performance and Progress (CAASPP) test with a score of Standard Met or Above, by fluency in English (e.g., in 2016, 13% of English Learner students in California scored at or above their grade-level standard).
- Data Source: California Dept. of Education, CAASPP Test Results (Oct. 2016).
- Footnote: Students are tested in grades 3, 4, 5, 6, 7, 8, and 11. The year presented is the year in which the test was administered. "English Only" students are those for whom English is the primary or only language. "Fluent-English Proficient" students have a primary language other than English but have the English language skills to succeed in a school's regular instructional program. "English Learners" are students who have a primary language other than English and who lack the clearly defined English language skills of listening comprehension, speaking, reading, and writing necessary to succeed in a school's regular instructional programs. For an explanation of the ELA standards, by grade, see the CAASPP website. The abbreviation S refers to data that have been suppressed because there were fewer than 20 estimated students with scores meeting or exceeding the standard. N/A means that data are not available.
- Measures of Reading Proficiency on Kidsdata.org
On kidsdata.org, reading proficiency is measured by the percentage of public school students meeting or exceeding their grade-level standard on the California Assessment of Student Performance and Progress (CAASPP) test in English Language Arts/Literacy (ELA).* These data are available by grade level for counties and school districts, and, for counties only, by English fluency, race/ethnicity, and socioeconomic status.* For an explanation of the ELA standards, by grade, see: http://caaspp.cde.ca.gov/sb2016/UnderstandingCAASPPReports#a.
- Reading Proficiency
- Bullying and Harassment at School
- Bullying/Harassment, by Grade Level
- Bias-Related Bullying/Harassment, by Grade Level
- Disability as Reason for Bullying/Harassment, by Grade Level
- Gender as Reason for Bullying/Harassment, by Grade Level
- Race/Ethnicity or National Origin as Reason for Bullying/Harassment, by Grade Level
- Religion as Reason for Bullying/Harassment, by Grade Level
- Sexual Orientation as Reason for Bullying/Harassment, by Grade Level
- Cyberbullying, by Grade Level
- Student Bullying/Harassment Is a Problem at School (Staff Reported)
- Characteristics of Children with Special Needs
- College Eligibility
- Disconnected Youth
- English Learners
- High School Graduation
- Math Proficiency
- Pupil Support Services
- School Safety
- Perceptions of School Safety, by Grade Level
- Fear of Being Beaten Up at School, by Grade Level
- Physical Fighting at School, by Grade Level
- Carrying a Gun at School, by Grade Level
- Carrying a Weapon Other Than a Gun at School, by Grade Level
- Perceptions of School Safety for Students (Staff Reported)
- Perceptions of School Safety for Staff (Staff Reported)
- Student Physical Fighting Is a Problem at School (Staff Reported)
- Student Weapons Possession Is a Problem at School (Staff Reported)
- School Attendance and Discipline
- School Climate
- School Connectedness (Student Reported), by Grade Level
- School Supports (Student Reported), by Grade Level
- Caring Relationships with Adults at School (Student Reported), by Grade Level
- Meaningful Participation at School (Student Reported), by Grade Level
- Students Who Are Motivated to Learn (Staff Reported)
- School Motivates Students to Learn (Staff Reported)
- Adults at School Care About Students (Staff Reported)
- Adults at School Believe in Student Success (Staff Reported)
- School Gives Students Opportunities to Make a Difference (Staff Reported)
- School Fosters Youth Resilience or Asset Promotion (Staff Reported)
- Why This Topic Is Important
Students proficient in reading are more likely to be engaged in school, graduate from high school, and go to college (1). Students with limited reading abilities have a harder time keeping up across multiple subjects, including math and science, and those who fall behind in the early grades often stay behind (1, 2). Early intervention is critical for children who are struggling with reading (2). Limited reading skills can have effects into adulthood, too, as reading proficiency is associated with better employment and income prospects, and adults with limited reading abilities are likely to have children who struggle with reading (1).
State and national data consistently show achievement gaps in reading by race/ethnicity, income, and English Learner status. Some progress has been made in reducing the gaps, but large inequities remain (3).For more information on reading proficiency see kidsdata.org’s Research & Links section.
Sources for this narrative:
1. Child Trends Databank. (2015). Reading proficiency. Retrieved from: http://www.childtrends.org/?indicators=reading-proficiency
2. U.S. Department of Education. (2013). For each and every child—A strategy for education equity and excellence. Retrieved from: http://www2.ed.gov/about/bdscomm/list/eec/equity-excellence-commission-report.pdf
3. Education Trust–West. (2015). National Assessment of Educational Progress (NAEP) 2015 results. Retrieved from: https://west.edtrust.org/resource/2015-national-assessment-of-education-progress-results
- How Children Are Faring
In 2016, 48% of public school students who took the California Assessment of Student Performance and Progress (CAASPP) met or exceeded their grade-level standard in English Language Arts/Literacy. At the county level, proficiency ranged from 30% (Lake) to 67% (Marin). Data also show variation by English fluency, race/ethnicity, and socioeconomic status. For example, 35% of socioeconomically disadvantaged students in California scored at or above their grade-level standard in 2016, compared with 69% of their non-disadvantaged peers. Among racial/ethnic groups, proficiency rates were 70% or higher among Asian American and Filipino students, and below 40% for African American/black, American Indian/Alaska Native, and Hispanic/Latino groups.
- Policy Implications
Significant education policy changes have taken place in California and the U.S. in recent years, such as the state’s Local Control Funding Formula, the Common Core State Standards, the Smarter Balanced Assessment System, and the Every Student Succeeds Act (1, 2). Policymakers now face challenges in effectively implementing these large-scale changes, which have the potential to reduce long-standing achievement gaps in reading proficiency by race/ethnicity, income level, disability status, and English Learner status (2).
Policy options that could improve reading proficiency include:
For more policy and program ideas related to reading proficiency, see kidsdata.org’s Research & Links section or visit Education Trust–West, EdSource, or the Institute of Education Sciences What Works Clearinghouse. Also see Policy Implications on kidsdata.org under Math Proficiency, High School Graduation, and Family Income and Poverty.
- Ensuring that all children have access to high-quality preschool or kindergarten readiness programs, which lay the foundation for later achievement (3, 4)
- Continuing to support K-12 schools in creating positive school climates and developing comprehensive, coordinated, evidence-based systems to address students’ physical, emotional, behavioral, and other needs (4, 5)
- In accordance with California law, supporting effective strategies to increase family involvement in school, which is linked to improvements in student behavior, academic achievement, and engagement in school, as well as improvements in school climate (6)
- As California works to meet Every Student Succeeds Act requirements, ensuring that the state’s new accountability system is meaningful, effective, streamlined, and supports all students, particularly low-income students, children of color, students with disabilities, and English Learners (1, 2, 7)
- Supporting efforts to provide school districts and county offices of education with affordable technical assistance as they implement California’s Local Control Funding Formula, and ensuring implementation effectively focuses resources on high-need students (2, 3)
- Ensuring adequate investment in evidence-based literacy improvements at all levels—early education, elementary, middle, and high school; such literacy initiatives should be grounded in research, include mechanisms to identify and support struggling students, and incorporate professional development for teachers, in alignment with Common Core Standards (2, 7)
- Supporting all teachers in improving the quality and consistency of literacy instruction that is appropriate to each grade level (2, 7)
- Ensuring equitable student access to rigorous, high-quality instructional materials and the technology needed for Smarter Balanced Assessments and 21st century instruction (2)
- Continuing to improve the state’s education data system, so that it provides meaningful reports to local educators and leaders to inform decision making (3)
Sources for this narrative:
1. Education Trust–West. (2015). The Every Student Succeeds Act of 2015: What it means for equity and accountability in California. Retrieved from: http://west.edtrust.org/wp-content/uploads/sites/3/2015/11/Every-Student-Succeeds-Act-Implications-for-CA-FINAL-PDF.pdf
2. Education Trust–West. (2014). The Education Trust–West 2014 Policy Agenda: Tectonic shifts in California's education landscape. Retrieved from: https://west.edtrust.org/resource/the-education-trust-west-2014-policy-agenda
3. Hill, L., et al. (2016). California's future: K-12 education. Public Policy Institute of California. Retrieved from: http://www.ppic.org/main/publication.asp?i=899
4. My Brother’s Keeper Task Force. (2014). My Brother’s Keeper Task Force report to the President. Retrieved from: https://obamawhitehouse.archives.gov/sites/default/files/docs/053014_mbk_report.pdf
5. Basch, C. E., et al. (2015). Health barriers to learning and the education opportunity gap. Education Commission of the States. Retrieved from: http://www.ecs.org/the-progress-of-education-reform-health-barriers-to-learning-and-the-education-opportunity-gap
6. Thigpen, D., & Freedberg, L. (2014). The power of parents: Research underscores the impact of parent involvement in schools. EdSource & New America Media. Retrieved from: http://edsource.org/2014/the-power-of-parents-what-the-research-shows/61862
7. Haynes, M. (2015). The next chapter: Supporting literacy within ESEA. Alliance for Excellent Education. Retrieved from: http://all4ed.org/reports-factsheets/literacywithinesea
- Websites with Related Information
- Alliance for Excellent Education
- American Institutes for Research: Reading and Literacy
- California Collaborative for Educational Excellence
- California Collaborative on District Reform
- California Dept. of Education: English Language Arts
- California Education GPS, Alliance for Continuous Improvement
- Center for the Future of Teaching and Learning, WestEd
- Education Commission of the States
- Education Trust–West
- Institute of Education Sciences: What Works Clearinghouse
- Public Policy Institute of California: K-12 Education
- Stanford Center for Education Policy Analysis
- Key Reports and Research
- Achievement in California’s Public Schools: What Do Test Scores Tell Us?, 2019, Public Policy Institute of California, Warren, P., & Lafortune, J.
- Attendance in the Early Grades: Why It Matters for Reading, 2014, Attendance Works & Campaign for Grade-Level Reading
- Every Student Succeeds Act Primer: Literacy, 2017, Alliance for Excellent Education
- Getting Down to Facts II, Policy Analysis for California Education
- Health and Academics, 2019, Centers for Disease Control and Prevention
- How Family, School, and Community Engagement Can Improve Student Achievement and Influence School Reform, 2017, Nellie Mae Education Foundation & American Institutes for Research, Wood, L., & Bauman, E.
- Latinos and Literacy: Hispanic Students’ Progress in Reading, 2016, Child Trends, Ramos, M. F., & Murphey, D.
- Student Achievement Analysis: Results of the 2017-18 Smarter Balanced Assessments, 2018, Education Trust–West
- The Essentials of California’s Education System Upgrades, 2018, Alliance for Continuous Improvement
- Understanding the Common Core State Standards in California: A Quick Guide, 2017, EdSource, Harrington, T.
- County/Regional Reports
- 2018-19 California County Scorecard of Children's Well-Being, Children Now
- Annual Report on the Conditions of Children in Orange County, Orange County Children's Partnership
- Collaborating for Equity: A Scan of the Los Angeles Educational Ecosystem, 2015, Annenberg Institute for School Reform, Brown University, Potochnik, T., & Romans, A. N.
- Important Facts About Kern’s Children, Kern County Network for Children
- Live Well San Diego Report Card on Children, Families, and Community, 2017, The Children's Initiative & Live Well San Diego
- New Measures, Similar Results: Oakland Public Schools and the New State Dashboard, 2018, Oakland Achieves Partnership
- Orange County Community Indicators Report, Orange County Community Indicators Project
- San Mateo County All Together Better, San Mateo County Health
- Santa Clara County Children's Data Book, Santa Clara County Office of Education & Kids in Common
- Santa Monica Youth Wellbeing Report Card, Santa Monica Cradle to Career
- Youth Need Data, Get Healthy San Mateo County
- More Data Sources For Reading Proficiency
- 2019 KIDS COUNT Data Book, Annie E. Casey Foundation
- California Assessment of Student Performance and Progress (CAASPP) Results, California Dept. of Education
- California School Dashboard, California Dept. of Education
- Child Trends Databank: Reading Proficiency
- DataQuest, California Dept. of Education
- Education Data Partnership (Ed-Data), California Dept. of Education, et al.
- Local Control Funding Formula Reports, California Dept. of Education
- National Center for Education Statistics: Data Tools, U.S. Dept. of Education, Institute of Education Sciences
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