Pennsylvania is in the midst of a literacy crisis
This crisis affects far more than just education—it has profound economic, health, and social implications.
Why it matters
Only 1 in 3 of Pennsylvania fourth graders are proficient readers, with even more alarming rates for marginalized groups—just 16% of Black students and 16% of Hispanic students reach proficiency in reading.
Fourth grade is a crucial turning point in a child’s education. It marks the transition from “learning to read” to “reading to learn,” a shift that is fundamental to success in all future academic subjects. Without solid literacy skills by this pivotal year, students often struggle to grasp more complex materials, placing them at an increased risk of falling behind across the board.
This is more than an education issue; it’s a crisis with far-reaching economic, social, and personal impacts. Children who don’t achieve reading proficiency by fourth grade are more likely to struggle across subjects and four times more likely to drop out of high school (Annie E. Casey Foundation, 2011), which in turn leads to additional challenges for them as adults: lower lifetime earnings (Tamborini et. al., 2015), higher rates of unemployment, and a higher likelihood of entering the criminal justice system (Chapman et al., 2011). These effects ripple across communities, hindering economic growth and deepening systemic disadvantage.
The economic impact
With the global shift toward a knowledge-driven economy, literacy has become essential for both individuals and states to compete. High rates of low literacy mean many jobs go unfilled due to a lack of skilled candidates, ultimately slowing long-term GDP growth (Lal, 2015).
A study by Gallup and the Barbara Bush Foundation found that if we were to bring all adults to the equivalent of a sixth grade reading level, we would generate an additional $2.2 trillion – or 10% of GDP – in annual income for the country.
Major metropolitan areas would each see a GDP increase of around 10% if illiteracy were eradicated.
People with low literacy are more likely to experience adverse health outcomes, poor health literacy, and engage in unhealthy behaviors (Berkman et al., 2004). Those with limited health literacy face:
Higher hospitalization rates
Lower engagement with preventive care, such as cancer screenings and vaccinations
Difficulty understanding and following medical advice
Poorer household hygiene, nutrition, and overall health
These challenges increase hospital admissions and chronic conditions, creating a major economic strain, with an estimated $106–$238 billion in annual healthcare costs linked to low literacy (ProLiteracy, 2024).
Literacy is essential not only for better health but also for increased civic engagement and higher earnings. Addressing literacy early and effectively is crucial—the future of Pennsylvania’s students depends on it (World Literacy Foundation, 2022).
The health impact
Photos courtesy of Readby4th
The social impact
Individuals with low literacy skills face significant barriers to stable employment, earning competitive wages, and career advancement, which can lead to greater reliance on social services, lower self-confidence, and higher risk of involvement in the criminal justice system. Limited literacy also restricts informed decision-making in daily life, affecting essential tasks like completing forms, understanding policies, and reading labels.
Sadly, children of parents who didn’t complete primary education often encounter similar barriers, perpetuating a cycle of disadvantage. In contrast, parents with strong literacy skills can positively impact their children’s education by helping with homework and engaging effectively with teachers (World Literacy Foundation, 2018).
Photo courtesy of Readby4th
How we got here
Systemic Failures
Despite the dedicated efforts of educators across Pennsylvania, systemic failures have left them without the essential knowledge, training, and tools to provide effective, evidence-based literacy instruction to all students.
In many districts across the state, outdated and non-evidence-based teaching methods persist. Programs that encourage guessing or rely on the debunked "Three Cueing" system are still in use, despite extensive research showing their ineffectiveness. These curricula are based on the unfounded belief that learning to read is as natural a process as learning to speak. This widespread misconception—and its consequences—have been thoroughly documented in Emily Hanford’s Sold a Story podcast and the documentary Right to Read.
The barriers to literacy are also woven into a troubling legacy of denying education, particularly to Black Americans. From the days of slavery, when anti-literacy laws prohibited enslaved and even free Black individuals from learning to read and write, to the present, inequitable access to literacy has reflected deep societal divides. We have made strides, but significant work remains to ensure that every child in Pennsylvania has the literacy skills needed to thrive.
A Long and Troubling History
Photos courtesy of EDUimages
There is good news: the solution is clear. Decades of scientific research and successful policy initiatives offer a proven path forward.
States like Mississippi have shown us what’s possible. Known as the “Mississippi Miracle,” Mississippi’s remarkable improvement in reading outcomes highlight the transformative impact of evidence-based literacy policies. Other states, including Florida, Ohio, and Tennessee, have also made significant strides by prioritizing investments in educator training, literacy coaching, and materials aligned with the science of reading.
These states have not only positioned their students for long-term success but have also earned high marks on the National Council on Teacher Quality’s (NCTQ) State of the States report. Their achievements underscore a vital lesson: strategic, evidence-based policies are essential to improving literacy outcomes at scale.
Pennsylvania stands at a crossroads. While the state ranks slightly above the national average in preparing teachers to implement the science of reading, much work remains. According to NCTQ, Pennsylvania received an Unacceptable rating for the availability of high-quality literacy curricula. Additionally, while some training in evidence-based reading instruction is required for elementary teachers, only 18% of the state’s teacher preparation programs adequately cover all five components of the science of reading (NCTQ, 2023). Compounding the issue, Pennsylvania currently provides no funding for in-service teacher training in scientifically based reading instruction.
Our state faces an urgent literacy crisis, but it is one we can solve—with the right investments and policies. Learn more about the solution and how you can join the Pennsylvania Literacy Coalition in advocating for literacy instruction and policies grounded in evidence.
The solution
Photo courtesy of Readby4th
“America’s low literacy crisis is largely ignored, historically underfunded and woefully under-researched, despite being one of the great solvable problems of our time.”
— British A. Robinson, Barbara Bush Foundation, President and CEO