$ 12 million to fully fund the Excellent Public Schools Act, which includes tutoring funds for Read to Achieve so that students can become reading
proficient by the fourth grade.
Not exact matches
By the beginning of
fourth grade, the point at which we can accurately predict long - term learning outcomes, only 33 percent of American children are at
proficient reading levels.
During the 2005 - 06 school year, 66 % of all students in third,
fourth, fifth, sixth, seventh, eighth and eleventh
grade were
proficient or advanced as measured
by the Proficiency Assessment of Wyoming Students (PAWS).
Students who are not
proficient in reading
by fourth grade are significantly more likely to drop out; this highlights the sense of urgency we must have in our low - performing schools.
The percentage of
fourth -
grade suburbanites who are functionally illiterate in 2013, a mere one percent decline from both 2011 and 2007, when the U.S. Department of Education began breaking NAEP data
by location of school and district; 39 percent of
fourth - graders in suburban districts read at
Proficient and Advanced levels, a mere one percent increase from both 2011 and 2007.
The National Assessment for Educational Progress has consistently found that about 34 % of American students are at
proficient reading levels
by the beginning of
fourth grade, leaving 66 % reading at non-
proficient levels as they move ahead into the upper
grades.
In some poor, typically urban schools fewer than 10 % are
proficient at reading and math
by fourth grade, and yet these kids are pushed forward
by the demand of a one - size - fits - all educational model to work within a curriculum that was designed for kids who are fully
proficient in the learning content and skills that were «covered» in previous school years.