BOSTON — A statewide review of adolescent reading proficiency released Monday finds that roughly 150,000 students in Massachusetts middle and high schools are not meeting grade-level expectations in English language arts, and that the burden of those shortfalls falls most heavily on historically underserved groups.
Gaps widen after early grades
The report, published by EdTrust in Massachusetts and titled Beyond the Early Grades: The State of Adolescent Literacy in Massachusetts, comes as lawmakers and advocates have focused recent attention and resources on early reading. Programs such as Literacy Launch and the Right to Read Law have pushed evidence-based instruction for students in kindergarten through third grade. But the EdTrust analysis argues that gains in early grades do not eliminate a growing need for support in later years, when texts and literacy demands become more complex.
“Literacy development does not end in third grade, and our policies should reflect that reality,” Jennie Williamson, state director for EdTrust in Massachusetts, said in the report release.
EdTrust found that near the start of secondary school, significant numbers of students enter middle and high school without strong foundational skills. The organization also highlighted students who were proficient in early grades but began to struggle as coursework intensified.
Who is most affected
The analysis points to pronounced disparities:
- Black and Latino students experience the steepest proficiency gaps.
- Students from low-income backgrounds are disproportionately represented among those below grade level.
- Students with disabilities and multilingual learners face persistent barriers to grade-level reading.
EdTrust emphasizes that adolescent literacy requires targeted policy and school supports, not just continued focus on the earliest grades. While early-literacy initiatives have been important, the organization argues the Commonwealth must expand efforts to identify and intervene with older students who struggle.
| Measure | Finding |
|---|---|
| Students in grades 6–8 and 10 below ELA expectations | ~150,000 |
| Groups with largest disparities | Black and Latino students, multilingual learners, students with disabilities, low-income students |
State education officials have pushed investments in early reading and required evidence-based approaches in K-3. The EdTrust report frames adolescent literacy as the next phase: students arriving to secondary school without essential reading skills need different supports, including targeted interventions, curriculum aligned to rigorous texts, and professional development for teachers in content-area literacy.
For Massachusetts, a state often ranked highly on national assessments, the findings present a particular challenge. The report suggests that overall state rankings may mask deep within-state inequities and that system-level adjustments are necessary to ensure students can access grade-level material across all subjects.
Policy discussions ahead could include how districts screen for literacy gaps beyond third grade, how resources are allocated for intervention programs, and how teacher training can address adolescent literacy across disciplines such as science and social studies.
Advocates say addressing these needs is crucial not just for students’ reading skills but for broader academic success and future opportunities. State leaders and school districts now face decisions about whether to extend the momentum from early-reading reforms into a coherent strategy for middle and high school literacy.
— Erin Sullivan, News Block
