Early reading achievement gaps persist between the state’s most at-risk students and their peers, according to the most recent results from a statewide reading exam. 

Six at-risk student groups underperformed the state average on the spring 2024 Idaho Reading Indicator. In most cases, fewer than half of students in those groups were reading at grade level, as compared to two-thirds statewide.

The Idaho Reading Indicator is a statewide exam that measures students’ reading ability each fall and spring. The test determines whether student literacy is at, near, or below grade level.

Students with limited English proficiency (LEP) were furthest behind; about 70% were not reading at grade level. This fall, K-3 students with the lowest levels of English proficiency will be exempted from taking the high-stakes reading exam for the first time, due to a new law that went into effect July 1.

“It’s not appropriate for us to be assessing their reading skills,” Ryan Cantrell, chief deputy superintendent at the Idaho Department of Education, told EdNews in May. “We know they are not fluent. There was no way they were ever going to pass that test.”

Test takers who are African American, Native American, Hispanic or Native Hawaiian/Other Pacific Islander also underperformed the state average for reading proficiency, while those who are white, two or more races, or Asian or Pacific Islander, were more likely to be reading at grade level.

KEY: AI/AN (American Indian or Alaskan Native); H/L (Hispanic or Latino); NH/PI (Native Hawaiian/Other Pacific Islander); All (all test takers statewide); W (white); 2+ (two or more races); A/PI (Asian or Pacific Islander)

Idaho Education News data analyst Randy Schrader contributed to this report.