The NC Pathways to Grade Level Reading initiative’s vision is bold: All North Carolina children, regardless of race, ethnicity or socioeconomic status, are reading on grade-level by the end of third grade, and all children with disabilities achieve expressive and receptive communication skills commensurate with their developmental ages, so that they have the greatest opportunity for life success.
In the first two phases of the work, a Data Action Team recommended data measures that research shows move the needle on third grade reading proficiency, and Learning Teams determined where North Carolina should focus first. They recommended, and the larger Pathways stakeholders group approved, three areas of focus:
High quality birth-through-age-eight education, and
Regular school attendance.
Now, in the third phase of the work, Pathways to Grade Level Reading Design Teams are tasked with deciding which strategies to prioritize to make progress in these critical areas. The strategy options they are considering were proposed by local community providers, North Carolina parents of young children, Design Team members, and national research. These strategies reflect Pathways’ intentional equity lens that is focused explicitly, but not exclusively, on race.
Your feedback on this survey will help the Design Teams prioritize which strategies Pathways should focus on. To guide that decision, Design Teams have agreed on a set of Pathways Criteria that are based on principles that have guided the work since the beginning. Please prioritize strategies that:
Address racial, ethnic, socioeconomic, and ability inequities
Are data- and research-driven and informed by developmental science