More than half of Louisiana children from poor families start kindergarten without basic reading skills — and most fail to catch up by third grade, a critical year for literacy development, according to a new study.
The study by researchers at Tulane University has alarming implications for the 75% of kindergarten students in Louisiana public schools who qualify as economically disadvantaged. Many of those children will face reading difficulties from the moment they start school, and a large share will continue to struggle years later.
“We are seeing that there's a group of kids who start kindergarten way behind — and stay behind,” said Tulane Early Childhood Policy Research Lab Director Lindsay Weixler, who conducted the analysis with Alica Gerry and Tynesia Fields. The group, which received a federal grant, partnered with the Louisiana Department of Education.
The study also points to a powerful preventative measure: preschool. Poor students who attend pre-kindergarten are twice as likely to enter kindergarten with foundational reading skills, compared with four-year-olds who stay home, the researchers found.
The findings are based on an analysis of economically disadvantaged students’ scores on an assessment called DIBELS, which tests kindergarteners’ ability to recognize letters and sounds, and elementary school students’ ability to sound out words and read sentences. Under state law, Louisiana public schools must give the assessment to students in grades K-3.
Students with the lowest scores are labeled “well below level” and considered significantly at risk for reading difficulties. Beginning this year, a new state law says that third graders who fall in that category can be forced to repeat the grade.
More than 50% of students from low-income families score “well below” the expected reading level when they start public kindergarten, according to the analysis of data from the 2023-24 school year. As the report puts it, “these children arrive at kindergarten without basic literacy skills.”
Many of them struggle to catch up. Only 20% of economically disadvantaged students who were behind in kindergarten became proficient readers by third grade, as measured by their English scores on the state LEAP test. By contrast, 46% of students who entered kindergarten with basic reading skills met expectations on the third grade English test.
Weixler said that because the DIBELS test only became mandatory in 2023, the analysis of students’ progress from kindergarten to third grade is based on older data from students who started school in 2012 and 2013. It’s possible that schools today do a better job of helping students advance than they did a decade ago.
Still, she said, the study calls into question the new law that will require struggling readers to repeat third grade.
Below, Weixler discusses her findings and how to help off-track students. The interview has been condensed and edited for clarity.
What happens to students who start kindergarten behind in reading?
By the middle of first grade, only a third of students who are economically disadvantaged are still scoring “well below.” But of that one-third of kids, the overwhelming majority were already well below at kindergarten entry.
So this is a story not of kids who are falling behind or falling off track. It's a story of kids who are having a really hard time catching up when they're starting so far behind.
Why are students from low-income families starting behind?
There's some really great research nationally showing that when we talk about opportunity gaps and achievement gaps, much of that gap is already present at kindergarten entry between lower-income kids and their higher-income peers.
Looking within Louisiana's data, we see it too. That quarter of kids who are not economically disadvantaged, on average, they are doing better at kindergarten entry and at every point in time we've measured.
What did you find about the importance of preschool?
This is not a causal study of whether pre-K participation caused students to have greater literacy skills at kindergarten entry. But we do see a pretty strong correlation here.
The data indicate that, on average, kids are doing better at kindergarten entry if they have been to pre-K. And I think, anecdotally, you hear from schools and teachers that they feel like kids are just more prepared to be in a classroom and more prepared to be in a school environment if they've been to pre-K.
When you don't start supporting kids' education until they enter kindergarten, you're starting really late in the game.
Should the state encourage more families to send their kids to pre-K?
One of the things that's really stark to me is when we look at kids whose parents report that they were at home for their pre-K year, which is about 25% of Louisiana kindergartners. Three-fourths of those kids, if they are economically disadvantaged, are scoring well below the benchmark when they enter kindergarten.
They are just really unlikely to have these kindergarten readiness skills as measured by the DIBELS. So I do think that, as a state, we should be working to provide access to pre-K programs to any family that wants to send their child.
Based on your findings, what do you think about the new third grade reading law?
If they were behind at kindergarten entry and spent four years struggling to learn to read, I don't think another year of third grade is likely to solve the problem. My general understanding of the research is that these kind of policies that hold kids back based on test scores don't set those kids up for success down the line.
What these data are showing us is that we need earlier intervention. There’s a wealth of other research that supports that birth to age five is a critical window for cognitive development and language development.
I think the answer is, if we want to see these kids proficient at third grade, we've got to start much earlier in supporting kids and families.
Email Patrick Wall at [email protected].