A stark new analysis has revealed a significant literacy challenge in Utah's schools, with nearly half of all third-grade students failing to meet the expected reading standards for their grade level. The report from the Kem C. Gardner Policy Institute indicates that foundational literacy skills are a major hurdle for a large portion of young learners in the state.
Alarming Literacy Rates Across Early Grades
The data is particularly concerning for third graders, where only 50.3% achieved reading proficiency in 2025. This means roughly one out of every two students is moving forward without mastering crucial reading skills. The trend is visible even in earlier grades, with proficiency rates at 53.3% for kindergarteners, 48.2% for first graders, and 48.7% for second graders.
"Literacy development begins well before children enter school and continues across the early grades," emphasised Andrea Thomas Brandley, the senior education analyst at the Gardner Institute. The findings point to a systemic issue that requires attention from the earliest years of a child's education.
Disparities and a Universal Solution
The report uncovers dramatic differences in student performance across Utah's various school districts. In the Piute School District, less than 30% of third graders read at grade level, painting a grim picture. In stark contrast, over 70% of students in Park City achieved proficiency. The analysis also highlights that economically disadvantaged students and those with limited English proficiency are disproportionately affected, with proficiency rates as low as 35.2% and 18%, respectively.
However, the report offers a powerful note of hope. It states that student demographics or background did not predict success when evidence-based interventions were consistently applied. "Student demographics or background characteristics did not predict who succeeded when evidence-based interventions were applied," Brandley stated. This underscores that with the right, targeted support, nearly every child can become a proficient reader.
Learning from Success Stories: The Mississippi Model
The Gardner Institute report points to other states as beacons of what is possible with comprehensive action. It cites the remarkable turnaround in Mississippi, which rose from being ranked 49th nationally in reading to breaking into the top 10 by 2024.
This success was not due to a single magic bullet but a coordinated, long-term strategy. Key elements included:
- Statewide, district-developed coaching focused on phonics.
- Implementation of an appropriate curriculum with aligned textbooks.
- Policies for early screening of reading difficulties.
- Strict third-grade retention policies coupled with intensive support.
"The state’s sustained improvement reflects long-term, comprehensive action rather than a single policy change," the report noted. Research supports this approach, indicating that with consistent, evidence-based support, only 1–3% of students continue to struggle severely with reading.
A Collective Path Forward for Utah
Improving literacy outcomes requires effort from all corners of a child's world. The report stresses that literacy foundations are built at home through everyday language exposure, storytelling, and shared reading. It notes that children who are frequently read to may hear over 1.4 million more words by kindergarten than those who are rarely read to.
Simultaneously, schools must provide high-quality instruction and professional training for teachers. Policies that ensure third graders receive intensive support, potentially including retention strategies, can be successful. Utah Governor Spencer Cox has already proposed a similar strategy for the state.
Utah has made positive strides, such as expanding access to full-day kindergarten, which may be contributing to the relatively higher proficiency rates in the earliest grades. The clear path forward, as suggested by the Gardner analysis, lies in the continued and coordinated implementation of evidence-aligned instruction, early literacy exposure, and targeted interventions for struggling students.
"Results emerge from a combination of coordinated strategies, including high-quality early learning experiences and targeted interventions," Brandley concluded. The future of Utah's literacy rates depends on families, educators, and policymakers uniting behind these proven methods.
