Building Strong Readers in Minnesota

An examination of state policies and local initiatives in Minnesota that aim to improve literacy outcomes for all students by shaping their learning trajectories from a young age. Intentional alignment of education systems from pre-K and into the early grades of elementary school — a ‘PreK–3rd grade’ framework — can help narrow opportunity and achievement gaps. In this report, the researchers explore how Minnesota’s early learning policies are helping or hindering the ability of school districts, schools, and teachers to ensure that all children are on track to read on grade level by the end of third grade.