New report suggests half of Utah’s young students are unable to read at proper grade level

A new report is spelling out an alarming reality for Utah’s youngest residents, as it indicates that half of them are unable to read at their corresponding grade level. This reality is not isolated to a few districts or schools within the state. Rather, the report shows glaring deficiencies at a statewide level. 

The report was published by the Kem C. Gardner Policy Institute at the University of Utah, shortly after the beginning of the 2026 calendar year. It details some troubling information, revealing that a large percentage of K-3 students in Utah have failed to meet appropriate grade-level expectations. Per Utah’s state policy, a student is considered to have satisfied grade-level expectations if they meet or exceed a score of 405 on the end of year benchmark reading assessment. The study’s data showcases that just 50.3% of third graders are achieving appropriate proficiency.

Utah is seemingly not alone in this issue, and it’s not just young children who are currently affected. In September 2025, The Harvard Gazette reported that reading scores for high school seniors, released by the Nation’s Report Card, had fallen to their lowest level since 1992. It was the first year that high school seniors had taken the nationwide test since the Covid-19 pandemic, revealing a disturbing divide between the nation’s highest and lowest achieving students.

While some may argue this is a sensible conclusion given the challenges that plagued teachers and students during the height of the Covid-19 pandemic, research suggests that scores have been steadily declining, predating the pandemic.

According to Martin West, an academic dean and a professor of education at the Harvard Graduate School of Education and the deputy director of the Program on Education Policy and Governance at the Harvard Kennedy School, “American students’ literacy skills peaked in roughly the middle of the last decade and have fallen significantly since that time.”

When asked about why West believes this is happening, he could not offer a singular answer, as usually these types of issues are multifaceted and can occur due to a range of differing and intersecting factors. He did however say that “I don’t think we have smoking gun evidence that the rise of screen-based childhood is a direct contributor to the literacy trends that we’re seeing. But I’m willing to put it very high on my list of potential suspects.”

In Utah, Andrea Thomas Brandley, the lead author of the Gardner Policy Institute’s report, explained why it’s so important that students meet the necessary benchmarks of literacy, especially when it concerns third graders in particular. "We look at third grade specifically as like a pivot point," she said. "Prior to third grade, students are spending a lot of their time learning to read, and then after third grade, they’re doing a lot of reading to learn."

While K-3 literacy issues have permeated schools and districts at the statewide level, there are a few interesting outliers. Notably, Salt Lake City School District is one of 17 districts that failed to reach proficiency in 50% of its students. Only one district in the state, Park City School District, was able to reach 70% proficiency, reporting 70.1% in 2025.

Other statistics further complicate the issue, with the study reporting that only 18% of third-grade students with limited English-language proficiency and 35.2% of economically disadvantaged students met grade-level expectations. Furthermore, reading proficiency varies widely, with English-language learners, students with disabilities, and Hispanic/Latino students also performing lower, on average, than their peers.

Literacy, or lack thereof, has very real consequences that can impact a student’s life well into adulthood. Strong early literacy skills are proven to be foundational for future academic success and achievement, higher graduation rates, better employment prospects, and overall health and civic engagement. The study also emphasizes that early experiences are important. Of which, they cite language exposure, shared reading, and high-quality early learning environments as critical for a child’s readiness to read.

  “Research indicates that nearly all children can learn to read with systematic, evidence-based instruction and targeted support,” a summarization of the study released by the Kem C. Gardner Policy Institute said.

In spite of the dire news expressed by the data, there were a few silver linings. Among them, some indication of advancement, with kindergarten proficiency actually improving, jumping to 53.3% in 2025 from 37.7% in 2021. The state also vows that they intend to respond aggressively to the issue with policy changes. Utah’s Early Literacy Outcomes Improvement Act (SB 127, 2022) aims to address these challenges by setting a statewide goal of 70% third-grade reading proficiency by 2027 and strengthening supports.

 While policy design is important, the study’s summary affirmed, the study also highlighted the need for policy to be consistent and well implemented overtime. Policy should also be integrated to align with current curriculum and aided by teacher support. Furthermore, it is beneficial for the issue to be recognized within the student as early as possible, with targeted interventions performed to help promote improvement.

One state in the union has shown marked improvement in elevating their literacy and reading rates is Mississippi. Ironically, Mississippi consistently ranks poorly when it comes to overall education outcomes. However, they’ve seemingly been able to target their own literacy issues successfully. 

In 2013, fourth-grade students in Mississippi were ranking 49th overall in reading scores but had impressively managed to climb to ninth overall in 2024 thanks to what the Gardner report claimed was a "multi-year, coordinated approach and the state’s emphasis on implementation quality, rather than any individual reform acting alone." The report specifically points to Mississippi as a point of reference for Utah to closely follow.

As for Brandley’s specific thoughts regarding how to improve the literacy issue, much like West, she acknowledges there is no one size fits all solution. However, she does believe in the importance of addressing these issues holistically.

“Particularly, when kids are 0-5 [years of age]. It’s the most rapid brain development we experience in our lives. While we don’t know the cause necessarily, I do think this is a critical time to make sure that students are exposed to language and books and conversations and storytelling with caregivers. That helps build a foundation for them to be ready more formally when they enter school.”