PRESS RELEASE: Maryland READS Calls for Bold Action to End the State’s Reading Crisis

Download the PDF press release HERE

Organization Urges Transparency, Investment in Coaching, and Stronger Teacher Preparation to Build on Momentum

Now entering its third year, Maryland READS is calling for bold, coordinated action to make Maryland the first state in the nation to end its reading crisis.

A new report released this week, The State of Reading in Maryland 3rd edition: What are the Stories behind the Scores, provides the most comprehensive look yet at reading performance across grade levels, from early literacy through high school. The report analyzes both national and state data to highlight where Maryland is making progress and where challenges persist.

It also details decisive actions by State Superintendent Carey Wright and the State Board of Education, led by President Dr. Joshua Michael, highlighting how the Science of Reading is transforming classroom instruction statewide, a critical first step toward improving reading in proficiency rates for all Maryland students. While the findings reveal encouraging signs of improvement, they also underscore persistent inequities, underscoring that Maryland’s reading crisis remains urgent. Yet, we know this is a solvable problem because we are armed with the roadmap provided by the Science of Reading and we have THE superintendent who showed the Nation that all students, regardless of socioeconomic status, can become proficient readers.

Now it’s time for all of us in Maryland to step up and support Dr. Carey Wright in her efforts to harness the resources of the Blueprint and transform Maryland’s education system. Because, as our report shows, there is more work to be done.

The data shows our reading crisis persists but the story is shifting.

• Over 94,000 Maryland Students in Just Three Grades Are Not Reading Proficiently: Across grades 4, 8, and 10 combined, 94,788 students are reading below grade level — including 32,895 4th graders, 33,183 8th graders, and 28,730 10th graders.
• Mixed progress in early literacy: Only 7 Local Education Agencies (LEAs) improved 4th-grade reading proficiency from the previous year, while 17 declined.. These students were in kindergarten and 1st grade during the most disruptive period of the COVID-19 pandemic. Can we expect more dramatic improvements in future years?
• Middle Grades Showing Momentum: In contrast to 4th grade, twelve LEAs saw gains in 8th-grade reading, with six increasing by five or more points. Unlike 4th-grade students, these students did not have disruption from COVID-19 to their foundational reading education.
• A bright spot in high school: Twenty LEAs improved 10th-grade reading proficiency between 2024 and 2025, with nine districts gaining five points or more. The highest-performing district rose by 8.9 percentage points, while the lowest-performing district improved by 4.3 points. Similar to 8th grade, these students did not have disruption from COVID-19 to their foundational reading education.
• Only three LEAS saw improvement in 4th, 8th and 10th grades – Charles, Dorchester, and Howard Counties.
• Community Schools Show Mixed Results but Leading Indicators are Promising: Research shows that community schools are moving the needle to reduce chronic absenteeism and improve attendance. Yet, their reading proficiency gains have been smaller than other schools, underscoring the need for improvement in literacy-focused supports such as dedicated literacy coaches in the lowest-performing schools.
• Persistent gaps exist: Despite modest overall growth, racial, ethnic, and socioeconomic disparities in reading proficiency remain stark.
• Community schools matter: Maryland’s 617 community schools show promising gains in student attendance and engagement—key leading indicators that consistent improvement in reading proficiency rates is just around the corner.
• The digital dilemma: New neuroscience research highlights how excessive screen use may be impeding reading comprehension and attention development in young learners.

While our early progress is fueled by the Blueprint for Maryland’s Future and the over $60 million in funds from outside of Maryland, Maryland READS’ report spells out critical next steps needed to ensure every child becomes a confident, capable reader. Maryland has the data, the tools, and the will to lead the nation. The challenge before us is not whether progress can happen — it already is — but whether we will sustain it.

“Behind every data point is a child — a student with potential waiting to be unlocked,” said Trish Brennan-Gac, Founder and Executive Director of Maryland READS. “Maryland has made historic investments and demonstrated real leadership, but we still have far too many students reading below grade level. The next chapter in Maryland’s literacy story depends on whether we can connect policy, practice, and community to sustain this momentum.”3

The organization identifies three urgent priorities for the year ahead:

1. Greater Transparency: Greater Transparency: Families and educators need clear, accessible information about teacher training, reading curricula, and literacy outcomes. They want to know the stories behind the scores. Transparency builds trust — and trust strengthens systems.
2. Sustained Coaching for Teachers: Training in the Science of Reading isn’t enough. Maryland READS is committed to educating legislators and the public the important role that a funded statewide literacy coaching network plays in a comprehensive plan to transform reading proficiency rates in our state.
3. Stronger Teacher Preparation: Many teacher preparation programs still treat the Science of Reading as theory rather than practice. Maryland READS calls on higher education leaders to ensure that every new teacher enters the profession fully prepared to deliver effective reading instruction from day one.

Across Maryland, educators, parents, and policymakers are working together to close literacy gaps and ensure that the state’s ambitious goals translate into real gains for students. Maryland READS continues to serve as a bridge between state policy and local classrooms, providing data, insights, and collaboration that turn vision into results.

“Together, we can make Maryland a national model for what’s possible when a state unites behind reading,” Brennan-Gac said. “When we lead with data, collaboration, and heart, every child’s potential can be realized.”

Visit www.marylandreads.org to read the full report and explore county-level data.

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