Why the Uproar About Reading?
Most of us assume that every child who goes to school learns to read, write, and spell. It’s natural, right? Wrong. Researchers reveal that while the brain is hard-wired for speech, reading must be taught
The overall mission of the coalition is to raise community awareness about literacy and work together to help all public school children in the South Coast of Santa Barbara County achieve 90%+ reading proficiency on state standardized tests for each grade level through science of reading instruction…
Approximately 50% of elementary school children in Santa Barbara public schools are failing on standardized state reading tests. Students who graduate from our local school district without critical foundational reading skills are unprepared for higher education opportunities, and face a very difficult future.
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 24% |
Standard Nearly Met (Level 2) | 24% |
Standard Met (Level 3) | 26% |
Standard Exceeded (Level 4) | 26% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 37% |
Standard Nearly Met (Level 2) | 32% |
Standard Met (Level 3) | 24% |
Standard Exceeded (Level 4) | 6% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 30% |
Standard Nearly Met (Level 2) | 23% |
Standard Met (Level 3) | 29% |
Standard Exceeded (Level 4) | 18% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 48% |
Standard Nearly Met (Level 2) | 30% |
Standard Met (Level 3) | 18% |
Standard Exceeded (Level 4) | 4% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 21% |
Standard Nearly Met (Level 2) | 28% |
Standard Met (Level 3) | 30% |
Standard Exceeded (Level 4) | 20% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 22% |
Standard Nearly Met (Level 2) | 18% |
Standard Met (Level 3) | 29% |
Standard Exceeded (Level 4) | 31% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 24% |
Standard Nearly Met (Level 2) | 19% |
Standard Met (Level 3) | 27% |
Standard Exceeded (Level 4) | 31% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 50% |
Standard Nearly Met (Level 2) | 20% |
Standard Met (Level 3) | 20% |
Standard Exceeded (Level 4) | 10% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 16% |
Standard Nearly Met (Level 2) | 17% |
Standard Met (Level 3) | 24% |
Standard Exceeded (Level 4) | 42% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 14% |
Standard Nearly Met (Level 2) | 26% |
Standard Met (Level 3) | 35% |
Standard Exceeded (Level 4) | 25% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 42% |
Standard Nearly Met (Level 2) | 29% |
Standard Met (Level 3) | 26% |
Standard Exceeded (Level 4) | 3% |
English Language Arts/Literacy | Percentage |
---|---|
Standard Not Met (Level 1) | 38% |
Standard Nearly Met (Level 2) | 25% |
Standard Met (Level 3) | 24% |
Standard Exceeded (Level 4) | 13% |
Meet or Exceed State Standard | Socio-Economic Disadvantaged Students (% of population) | English Learners (% of population) |
|
---|---|---|---|
PEABODY* | 66 | 44 | 12 |
ROOSEVELT | 59 | 53 | 15 |
WASHINGTON** | 46 | 46 | 12 |
SB CHARTER | 60 | 24 | 3 |
ADAMS | 52 | 70 | 38 |
MONROE | 50 | 68 | 50 |
ADELANTE *** | 30 | 72 | 39 |
FRANKLIN | 47 | 90 | 48 |
HARDING **** | 37 | 84 | 44 |
CLEVELAND | 30 | 82 | 54 |
SB COMMUNITY ACADEMY | 28 | 87 | 43 |
MCKINLEY***** | 22 | 93 | 54 |
3 |
---|
48.9 |
18.8 |
27.3 |
31.8 |
5.6 |
23.5 |
44.4 |
35.7 |
40.0 |
4 |
---|
48.9 |
18.8 |
27.3 |
31.8 |
5.6 |
23.5 |
44.4 |
35.7 |
40.0 |
5 |
---|
48.9 |
18.8 |
27.3 |
31.8 |
5.6 |
23.5 |
44.4 |
35.7 |
40.0 |
6 |
---|
48.9 |
18.8 |
27.3 |
31.8 |
5.6 |
23.5 |
44.4 |
35.7 |
40.0 |
Most of us assume that every child who goes to school learns to read, write, and spell. It’s natural, right? Wrong. Researchers reveal that while the brain is hard-wired for speech, reading must be taught
To make a real impact, we can benefit from the successes of other school districts who have made this transition successfully, with quantifiable results
“Teaching reading is rocket science.”
Dr. Louisa Moats
“We read to know
we are not alone.”C. S. Lewis
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