Columbia, S.C. - The South Carolina Department of Education has released the results of an independent study on stakeholder perception and experiences with the state’s Read to Succeed Act. 

“The results of this independent study clearly show how Read to Succeed is positively impacting educator’s classroom practices,” said State Superintendent of Education Molly Spearman. “I am looking forward to continuing this meaningful work so that we serve the literacy needs of every child to ensure that they graduate prepared for success,” concludes Spearman. 

In 2014, the South Carolina General Assembly passed Act 284, establishing the Read to Succeed Act. This Act was created to address literacy proficiency by creating a comprehensive system of support from the state down to the classroom level that will ensure students are reading on grade level by the end of third grade. Similar to other states, South Carolina recognized the need to combat alarming statistical trends that are associated with low early literacy including increased drop-out rates and higher levels of incarceration. 

The Read to Succeed Act put into place a variety of interventions and supports coordinated by a new state-level Read to Succeed Office.  The Act requires every district to develop a comprehensive annual reading proficiency plan for students Pre K- Grade 12, establish student reading intervention programs including summer reading camps, and also mandates all initially licensed K-12 teachers to complete additional training to receive a Read to Succeed endorsement.  Beginning in the 2017-18 school year, third grade students who are not reading on grade level may be retained.  Retention can provide struggling readers the additional time they need to gain the necessary reading skills to be successful in fourth grade and beyond.

The study, conducted by RMC Research Corporation, provides an in-depth analysis of South Carolina stakeholder’s experiences with Read to Succeed. Of particular importance are the levels of perceived support and assistance from the South Carolina Department of Education and school districts, impacts on schools and districts, recommendations for implementation improvements, and level of community and parent engagement.

A total of 359 K-3 teachers representing rural, suburban, and urban districts were interviewed. The study found that teachers were using data more effectively and working collaboratively to find solutions to ensure student success. Additionally, 85% of teachers reported that the Read to Succeed initiatives improved K-3 student reading outcomes, 81% reported increased efforts to engage parents and guardians of struggling readers, and 86% reported increased time for instruction for students with reading deficiencies. 
  
One educator said, “I think this is helping teachers to see that we are ALL accountable for teaching our students to read, and that being strong readers is so closely linked to success in life.”