Half of Utah’s third graders struggle with reading, report shows, and what steps can families and schools take?
About half of Utah’s third graders are failing to meet grade-level reading expectations, according to a recent analysis by the Kem C. Gardner Policy Institute. The report highlights that 50.3% of third graders achieved reading proficiency in 2025, leaving roughly half of the students behind in foundational literacy skills.The Gardner Institute analysis also shows similar trends in earlier grades, with 53.3% of kindergarteners, 48.2% of first graders, and 48.7% of second graders meeting grade-level reading standards. “Literacy development begins well before children enter school and continues across the early grades,” Andrea Thomas Brandley, senior education analyst at the Gardner Institute, said in a press release.Early literacy challenges across UtahThe report reveals significant variation across school districts. In Piute School District, less than 30% of third graders read at grade level, whereas over 70% of students in Park City reached proficiency. Economically disadvantaged students are particularly affected, with only 35.2% meeting grade-level expectations. Among students with limited English-language proficiency, just 18% achieved reading proficiency.“Student demographics or background characteristics did not predict who succeeded when evidence-based interventions were applied,” Brandley stated in the Gardner Institute report. This finding underlines that consistent, targeted support can help nearly all children become proficient readers, regardless of socio-economic status or language background.What research shows about effective interventionsThe Gardner report cites examples of states demonstrating that disadvantaged pupils can catch up: Mississippi, once ranked 49th nationally in reading proficiency, rose into the top 10 by 2024 through district-developed comprehensive coaching on phonics across the state, appropriate curriculum with aligned textbooks, early-screening policies, and strict third-grade retention policies. “The state’s sustained improvement reflects long-term, comprehensive action rather than a single policy change,” the report stated.Early interventions are key. The analysis cites peer-reviewed studies indicating that only 1–3% of students continue to struggle severely with reading when consistent evidence-based support is provided. Brandley added, “Once students receive systematic instruction and targeted interventions, most catch up quickly and demonstrate significant gains in reading skills.”Supporting children at home and in schoolThe Gardner report emphasises that literacy begins before formal schooling. Preschoolers benefit from everyday language exposure, storytelling, and shared reading. “Children who are read to frequently may hear over 1.4 million more words by kindergarten than children who are rarely read to,” the report noted.The schools can also play their part in providing quality education and training for their staff. The report also states that policies regarding third graders who do not meet the reading standards through retention strategy and intensive support can also work successfully. Governor Spencer Cox proposed a similar strategy for Utah with the aim that children receive the support they need.Coordinated efforts offer pathways forwardFamilies, schools, and communities working together are essential to improving reading outcomes. “Results emerge from a combination of coordinated strategies, including high-quality early learning experiences and targeted interventions,” Brandley said in conversation with the Gardner Institute.Utah has made progress in expanding full-day kindergarten, which may have contributed to higher proficiency rates in the early grades. The Gardner analysis suggests that continued implementation of evidence-aligned instruction, early literacy exposure, and targeted support can help more students achieve grade-level reading proficiency.
