A new literacy plan lays out steps to improve Arizona’s reading rates by 2030 – KTAR News 92.3 FM

Executive Summary: The Arizona Literacy Plan 2030 and Alignment with Global Goals

A new strategic initiative, the Arizona Literacy Plan 2030, has been launched by the organization Read On Arizona (ROA). The plan’s primary objective is to increase the percentage of third-grade students reading at a proficient level from 39% to 72% within the next five years. This initiative is critically aligned with the United Nations’ Sustainable Development Goal 4 (SDG 4): Quality Education, which serves as a foundation for achieving broader social and economic development.

Achieving this literacy target is considered essential, as data from ROA indicates that children not reading proficiently by the end of third grade are four times more likely to drop out before completing high school. The plan is built on the premise that with effective, evidence-based instruction and support, 95% of all children can achieve reading proficiency.

Strategic Imperatives and Sustainable Development Goal (SDG) Integration

Addressing Educational Disparities and SDG 4 (Quality Education)

The plan directly confronts educational challenges to advance several targets within SDG 4. By focusing on foundational literacy, the initiative is a direct effort to achieve:

• SDG Target 4.1: Ensure all children complete free, equitable, and quality primary education.
• SDG Target 4.2: Ensure all children have access to quality early childhood development and pre-primary education.
• SDG Target 4.6: Ensure all youth and a substantial proportion of adults achieve literacy.

The plan’s focus on providing additional resources to students in need also contributes to SDG 10 (Reduced Inequalities) by working to close achievement gaps and ensure educational equity.

Fostering Economic and Social Equity through Literacy

The long-term impacts of this plan extend beyond the classroom, contributing to other key SDGs. By improving educational outcomes and reducing high school dropout rates, the initiative supports:

• SDG 1 (No Poverty): Foundational literacy is a critical tool for breaking intergenerational cycles of poverty.
• SDG 8 (Decent Work and Economic Growth): A literate, educated populace is essential for developing a skilled workforce and fostering sustainable economic growth.

Core Strategies and Implementation Framework

A Multi-Stakeholder Approach: Embodying SDG 17 (Partnerships for the Goals)

The Arizona Literacy Plan 2030 was developed over an 18-month period through extensive consultation with education stakeholders, including families and classroom educators. This collaborative and coordinated approach exemplifies the principles of SDG 17 (Partnerships for the Goals), recognizing that complex challenges require aligned efforts from all sectors of the community.

Key Intervention Areas

The plan outlines several evidence-based strategies to achieve its goals:

• Increasing specialized training for educators in the science of reading.
• Improving statewide access to quality early learning programs and environments.
• Implementing effective, evidence-based strategies to reduce chronic student absenteeism.

Addressing Chronic Absenteeism as a Barrier to SDG 4

A significant challenge to educational attainment in Arizona is chronic absenteeism. A report from the Arizona Department of Education indicates the rate was 24% in the last year, a substantial increase from the pre-pandemic level of 13% in 2019. This issue directly impedes progress toward SDG 4. In response, a state resource guide has been developed to provide schools and families with effective, evidence-based strategies to improve student attendance.

Measurable Targets and Timeline for 2030

Phased Objectives for Educational Transformation

The Arizona Literacy Plan 2030 includes a series of specific, time-bound targets to ensure accountability and progress. These objectives are designed to systematically build the capacity of the state’s education system.

1. By 2026: Deploy 50 literacy coaches to schools and communities where they are most needed, directly supporting SDG Target 4.c by increasing the supply of qualified specialist educators.
2. By 2027: Ensure all Arizona schools are using high-quality teaching materials aligned with the science of reading.
3. By 2028: Provide comprehensive training in the science of reading for all K-5 teachers in Arizona.
4. By 2029: Complete an assessment to identify the strategic investments required in preschools to increase literacy rates, directly advancing SDG Target 4.2.

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the primary SDG addressed in the article. The entire focus of the “Arizona Literacy Plan 2030” is to improve educational outcomes, specifically literacy rates among young students. The article discusses strategies like teacher training, access to early learning, and ensuring students achieve proficiency in foundational skills like reading, which are all core components of SDG 4.

• SDG 17: Partnerships for the Goals

  The article implicitly connects to this SDG by highlighting the collaborative approach of the plan. It mentions that Read On Arizona (ROA) developed the plan by seeking feedback from “education stakeholders” and emphasizes that “families,” “educators in the classroom,” and other collaborators must be “coordinated,” “aligned,” and “collaborating” to achieve the literacy goals. This multi-stakeholder partnership is central to the ethos of SDG 17.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   The article directly addresses this target by focusing on a critical learning outcome at the primary level. The mission to “increase the number of students who can read at grade level by the time they reach third grade” is a foundational step to ensure children can succeed throughout their primary education and beyond. The plan’s goal to raise third-grade reading levels from 39% to 72% is a direct effort to improve learning outcomes.

2. Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

   The article identifies “improving access to quality early learning” as a key strategy. It also mentions a goal to “identify what investments need to be made in preschools to help increase the literacy rate by 2029,” which directly aligns with the focus on pre-primary education to prepare children for school.

3. Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

   The plan includes specific goals aimed at improving teacher qualifications. The strategies of “increasing training for educators,” ensuring “all K-5 teachers in Arizona are trained in the science of reading by 2028,” and sending “50 literacy coaches where they are most needed by 2026” are direct actions to increase the supply and quality of teachers.

4. Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

   This target is addressed through the article’s focus on creating an effective learning environment. The strategy to “reduce chronic absenteeism” is a direct attempt to ensure students are present in the learning environment. The article notes the chronic absence rate was 24% last year. Furthermore, the goal to have “all Arizona schools use high-quality teaching materials by 2027” contributes to creating more effective learning environments.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• For Target 4.1: The article provides a very clear indicator for measuring learning outcomes.
  • Indicator: The percentage of third-grade students reading at grade level. The article provides a baseline (39%) and a target (72%).
• For Target 4.a: The article mentions specific metrics related to the learning environment.
  • Indicator: The rate of chronic absenteeism. The article states this was 24% last year, providing a baseline to measure reduction against.
  • Indicator: The percentage of Arizona schools using high-quality teaching materials, with a goal of 100% by 2027.
• For Target 4.c: The article outlines measurable goals for teacher qualification and support.
  • Indicator: The number of literacy coaches deployed. The specific goal is “50 literacy coaches where they are most needed by 2026.”
  • Indicator: The percentage of K-5 teachers trained in the science of reading, with a goal of 100% by 2028.
• For Target 4.2: While a specific number is not given, the plan implies a focus on measurement.
  • Indicator: The article mentions a goal to “identify what investments need to be made in preschools,” which implies that access to and quality of early learning programs will be measured as part of the plan.

4. Summary Table of SDGs, Targets, and Indicators

Source: ktar.com