Why reading matters

25 million children in the U.S. cannot read proficiently, which prevents them from achieving success in school, participating in all areas of life, and realizing their dreams. Reading Is Fundamental (RIF) has the proven programs and resources to tackle the literacy crisis, but we can't do it without you. Partner with us to connect more children to the joy of reading—and build a foundation for lifelong opportunity.

The U.S. literacy crisis

Join RIF to disrupt the literacy crisis

Reading Is Fundamental and our partners work to change the trajectory of the alarming U.S. literacy crisis, which creates barriers between our nation’s children and their opportunities.

25M

children in the U.S. cannot read proficiently.

61%

of U.S. children living at or below the poverty line have no books at home.

1 in 3

children entering kindergarten lack the basic skills they need to learn how to read.

67%

of 4th graders read below grade level, setting them up for difficulty in school and beyond.

Literacy statistics by U.S. state

See how your state compares to the U.S. average.

Select a state

COVID-19 erased more than 30 years of progress in children’s reading achievement.

Explore the devastating impact of disrupted learning during the pandemic on reading performance through 2022 National Assessment of Educational Progress (NAEP) fourth grade reading scores by state.

Description	AL	US
Average Score	213	217
Percentage of students who performed below the basic reading level	41	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	22	24
Percentage of students who performed at the advanced reading level	6	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 27 points lower than that for White students. This performance gap was not significantly different from that in 1998 (31 points).
In 2022, Hispanic students had an average score that was 19 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Alabama had an average score that was lower than that for female students by 10 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 24 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (29 points).

Information from the NAEP website for 2022 4th grade reading scores.

Description	AK	US
Average Score	204	217
Percentage of students who performed below the basic reading level	49	37
Percentage of students who performed at the basic reading level	27	29
Percentage of students who performed at the proficient reading level	19	24
Percentage of students who performed at the advanced reading level	5	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was not significantly different from that for White students.
In 2022, male students in Alaska had an average score that was lower than that for female students by 13 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 30 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2003 (32 points).

Description	AZ	US
Average Score	215	217
Percentage of students who performed below the basic reading level	39	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 23 points lower than that for White students. This performance gap was not significantly different from that in 1998 (28 points).
In 2022, Hispanic students had an average score that was 24 points lower than that for White students. This performance gap was not significantly different from that in 1998 (31 points).
In 2022, male students in Arizona had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 25 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (32 points).

Description	AR	US
Average Score	212	217
Percentage of students who performed below the basic reading level	42	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	22	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 33 points lower than that for White students. This performance gap was not significantly different from that in 1998 (32 points).
In 2022, Hispanic students had an average score that was 20 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Arkansas had an average score that was lower than that for female students by 9 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 34 points lower than that for students who were not eligible. This performance gap was wider than that in 1998 (25 points).

Description	CA	US
Average Score	214	217
Percentage of students who performed below the basic reading level	42	37
Percentage of students who performed at the basic reading level	27	29
Percentage of students who performed at the proficient reading level	22	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 37 points lower than that for White students. This performance gap was not significantly different from that in 1998 (31 points).
In 2022, Hispanic students had an average score that was 29 points lower than that for White students. This performance gap was not significantly different from that in 1998 (35 points).
In 2022, male students in California had an average score that was lower than that for female students by 6 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 34 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (36 points).

Description	CO	US
Average Score	223	217
Percentage of students who performed below the basic reading level	32	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	27	24
Percentage of students who performed at the advanced reading level	11	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 31 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points).
In 2022, Hispanic students had an average score that was 30 points lower than that for White students. This performance gap was not significantly different from that in 1998 (26 points).
In 2022, male students in Colorado had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (26 points).

Description	CT	US
Average Score	219	217
Percentage of students who performed below the basic reading level	36	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	25	24
Percentage of students who performed at the advanced reading level	10	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 60%.
In 2022, Black students had an average score that was 34 points lower than that for White students. This performance gap was not significantly different from that in 1998 (34 points).
In 2022, Hispanic students had an average score that was 34 points lower than that for White students. This performance gap was not significantly different from that in 1998 (41 points).
In 2022, male students in Connecticut had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 30 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (35 points).

Description	DE	US
Average Score	208	217
Percentage of students who performed below the basic reading level	47	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	19	24
Percentage of students who performed at the advanced reading level	6	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 67%.
In 2022, Black students had an average score that was 26 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points).
In 2022, Hispanic students had an average score that was 23 points lower than that for White students. This performance gap was not significantly different from that in 1998 (42 points).
In 2022, male students in Delaware had an average score that was lower than that for female students by 8 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 25 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (30 points).

Description	DC	US
Average Score	207	217
Percentage of students who performed below the basic reading level	50	37
Percentage of students who performed at the basic reading level	23	29
Percentage of students who performed at the proficient reading level	16	24
Percentage of students who performed at the advanced reading level	10	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 70%.
In 2022, Black students had an average score that was 69 points lower than that for White students. This performance gap was not significantly different from that in 1998 (72 points).
In 2022, Hispanic students had an average score that was 60 points lower than that for White students. This performance gap was not significantly different from that in 1998 (74 points).
In 2022, male students in District of Columbia had an average score that was lower than that for female students by 8 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 56 points lower than that for students who were not eligible. This performance gap was wider than that in 1998 (42 points).

Description	FL	US
Average Score	225	217
Percentage of students who performed below the basic reading level	29	37
Percentage of students who performed at the basic reading level	32	29
Percentage of students who performed at the proficient reading level	30	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 28 points lower than that for White students. This performance gap was not significantly different from that in 1998 (31 points).
In 2022, Hispanic students had an average score that was 12 points lower than that for White students. This performance gap was not significantly different from that in 1998 (20 points).
In 2022, male students in Florida had an average score that was lower than that for female students by 7 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 23 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (29 points).

Description	GA	US
Average Score	216	217
Percentage of students who performed below the basic reading level	39	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	23	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 27 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points).
In 2022, Hispanic students had an average score that was 22 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Georgia had an average score that was lower than that for female students by 10 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 28 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (32 points).

Description	HI	US
Average Score	219	217
Percentage of students who performed below the basic reading level	36	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	25	24
Percentage of students who performed at the advanced reading level	10	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 17 points lower than that for White students. This performance gap was not significantly different from that in 1998 (17 points).
In 2022, male students in Hawaii had an average score that was lower than that for female students by 12 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 26 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (27 points).

Description	ID	US
Average Score	215	217
Percentage of students who performed below the basic reading level	39	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	8	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 63%.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 16 points lower than that for White students. This performance gap was narrower than that in 2002 (27 points).
In 2022, male students in Idaho had an average score that was lower than that for female students by 9 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 23 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2002 (19 points).

Description	IL	US
Average Score	218	217
Percentage of students who performed below the basic reading level	38	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	10	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 34 points lower than that for White students. This performance gap was not significantly different from that in 2003 (34 points).
In 2022, Hispanic students had an average score that was 22 points lower than that for White students. This performance gap was not significantly different from that in 2003 (31 points).
In 2022, male students in Illinois had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 30 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2003 (35 points).

Description	IN	US
Average Score	217	217
Percentage of students who performed below the basic reading level	37	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 63%.
In 2022, Black students had an average score that was 29 points lower than that for White students. This performance gap was not significantly different from that in 2002 (23 points).
In 2022, Hispanic students had an average score that was 13 points lower than that for White students. This performance gap was not significantly different from that in 2002 (9 points).
In 2022, male students in Indiana had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 20 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2002 (23 points).

Description	IA	US
Average Score	218	217
Percentage of students who performed below the basic reading level	36	37
Percentage of students who performed at the basic reading level	31	29
Percentage of students who performed at the proficient reading level	26	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 30 points lower than that for White students. This performance gap was not significantly different from that in 1998 (31 points).
In 2022, Hispanic students had an average score that was 21 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Iowa had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 25 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (21 points).

Description	KS	US
Average Score	215	217
Percentage of students who performed below the basic reading level	40	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	23	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 66%.
In 2022, Black students had an average score that was 27 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points).
In 2022, Hispanic students had an average score that was 22 points lower than that for White students. This performance gap was not significantly different from that in 1998 (25 points).
In 2022, male students in Kansas had an average score that was lower than that for female students by 7 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 28 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (23 points).

Description	KY	US
Average Score	217	217
Percentage of students who performed below the basic reading level	38	37
Percentage of students who performed at the basic reading level	31	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	8	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 65%.
In 2022, Black students had an average score that was 20 points lower than that for White students. This performance gap was not significantly different from that in 1998 (21 points).
In 2022, Hispanic students had an average score that was 13 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Kentucky had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 26 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (21 points).

Description	LA	US
Average Score	212	217
Percentage of students who performed below the basic reading level	43	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	21	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 29 points lower than that for White students. This performance gap was narrower than that in 1998 (38 points).
In 2022, Hispanic students had an average score that was 16 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Louisiana had an average score that was lower than that for female students by 9 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 30 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (32 points).

Description	ME	US
Average Score	213	217
Percentage of students who performed below the basic reading level	40	37
Percentage of students who performed at the basic reading level	31	29
Percentage of students who performed at the proficient reading level	23	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 64%.
In 2022, Black students had an average score that was 35 points lower than that for White students. Data are not reported for Black students in 1998, because reporting standards were not met.
Data are not reported for Hispanic students in 2022, because reporting standards were not met.
In 2022, male students in Maine had an average score that was lower than that for female students by 6 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 26 points lower than that for students who were not eligible. This performance gap was wider than that in 1998 (15 points).

Description	MD	US
Average Score	212	217
Percentage of students who performed below the basic reading level	44	37
Percentage of students who performed at the basic reading level	26	29
Percentage of students who performed at the proficient reading level	21	24
Percentage of students who performed at the advanced reading level	10	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 65%.
In 2022, Black students had an average score that was 29 points lower than that for White students. This performance gap was not significantly different from that in 1998 (34 points).
In 2022, Hispanic students had an average score that was 40 points lower than that for White students. This performance gap was wider than that in 1998 (18 points).
In 2022, male students in Maryland had an average score that was lower than that for female students by 5 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (30 points).

Description	MA	US
Average Score	227	217
Percentage of students who performed below the basic reading level	30	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	28	24
Percentage of students who performed at the advanced reading level	15	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 55%.
In 2022, Black students had an average score that was 28 points lower than that for White students. This performance gap was not significantly different from that in 1998 (26 points).
In 2022, Hispanic students had an average score that was 32 points lower than that for White students. This performance gap was not significantly different from that in 1998 (34 points).
In 2022, male students in Massachusetts had an average score that was lower than that for female students by 6 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 33 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (28 points).

Description	MI	US
Average Score	212	217
Percentage of students who performed below the basic reading level	42	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	22	24
Percentage of students who performed at the advanced reading level	6	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 68%.
In 2022, Black students had an average score that was 32 points lower than that for White students. This performance gap was not significantly different from that in 1998 (36 points).
In 2022, Hispanic students had an average score that was 18 points lower than that for White students. This performance gap was not significantly different from that in 1998 (22 points).
In 2022, male students in Michigan had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (24 points).

Description	MN	US
Average Score	215	217
Percentage of students who performed below the basic reading level	39	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	25	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 62%.
In 2022, Black students had an average score that was 33 points lower than that for White students. This performance gap was not significantly different from that in 1998 (40 points).
In 2022, Hispanic students had an average score that was 29 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Minnesota had an average score that was lower than that for female students by 6 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (30 points).

Description	MS	US
Average Score	217	217
Percentage of students who performed below the basic reading level	37	37
Percentage of students who performed at the basic reading level	33	29
Percentage of students who performed at the proficient reading level	25	24
Percentage of students who performed at the advanced reading level	6	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 25 points lower than that for White students. This performance gap was not significantly different from that in 1998 (26 points).
In 2022, Hispanic students had an average score that was 16 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Mississippi had an average score that was lower than that for female students by 11 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 25 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (26 points).

Description	MO	US
Average Score	213	217
Percentage of students who performed below the basic reading level	40	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	23	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 66%.
In 2022, Black students had an average score that was 34 points lower than that for White students. This performance gap was not significantly different from that in 1998 (33 points).
In 2022, Hispanic students had an average score that was 10 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Missouri had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 30 points lower than that for students who were not eligible. This performance gap was wider than that in 1998 (22 points).

Description	MT	US
Average Score	219	217
Percentage of students who performed below the basic reading level	35	37
Percentage of students who performed at the basic reading level	31	29
Percentage of students who performed at the proficient reading level	26	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was not significantly different from that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Montana had an average score that was lower than that for female students by 9 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 24 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (21 points).

Description	NE	US
Average Score	219	217
Percentage of students who performed below the basic reading level	35	37
Percentage of students who performed at the basic reading level	31	29
Percentage of students who performed at the proficient reading level	26	24
Percentage of students who performed at the advanced reading level	8	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 63%.
In 2022, Black students had an average score that was 34 points lower than that for White students. This performance gap was wider than that in 2002 (17 points).
In 2022, Hispanic students had an average score that was 24 points lower than that for White students. This performance gap was not significantly different from that in 2002 (23 points).
In 2022, male students in Nebraska had an average score that was lower than that for female students by 6 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 29 points lower than that for students who were not eligible. This performance gap was wider than that in 2002 (22 points).

Description	NV	US
Average Score	212	217
Percentage of students who performed below the basic reading level	43	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	21	24
Percentage of students who performed at the advanced reading level	6	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 69%.
In 2022, Black students had an average score that was 32 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points).
In 2022, Hispanic students had an average score that was 19 points lower than that for White students. This performance gap was not significantly different from that in 1998 (25 points).
In 2022, male students in Nevada had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 21 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (25 points).

Description	NH	US
Average Score	223	217
Percentage of students who performed below the basic reading level	33	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	27	24
Percentage of students who performed at the advanced reading level	10	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 28 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in New Hampshire had an average score that was lower than that for female students by 8 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 24 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (19 points).

Description	NJ	US
Average Score	223	217
Percentage of students who performed below the basic reading level	33	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	27	24
Percentage of students who performed at the advanced reading level	11	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 58%.
In 2022, Black students had an average score that was 28 points lower than that for White students. This performance gap was not significantly different from that in 2003 (36 points).
In 2022, Hispanic students had an average score that was 22 points lower than that for White students. This performance gap was not significantly different from that in 2003 (24 points).
In 2022, male students in New Jersey had an average score that was lower than that for female students by 12 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 30 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2003 (30 points).

Description	NM	US
Average Score	202	217
Percentage of students who performed below the basic reading level	52	37
Percentage of students who performed at the basic reading level	27	29
Percentage of students who performed at the proficient reading level	16	24
Percentage of students who performed at the advanced reading level	5	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 76%.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 24 points lower than that for White students. This performance gap was not significantly different from that in 1998 (27 points).
In 2022, male students in New Mexico had an average score that was lower than that for female students by 9 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (30 points).

Description	NY	US
Average Score	214	217
Percentage of students who performed below the basic reading level	42	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	21	24
Percentage of students who performed at the advanced reading level	8	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 66%.
In 2022, Black students had an average score that was 29 points lower than that for White students. This performance gap was not significantly different from that in 1998 (37 points).
In 2022, Hispanic students had an average score that was 17 points lower than that for White students. This performance gap was narrower than that in 1998 (40 points).
In 2022, male students in New York had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 28 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (35 points).

Description	NC	US
Average Score	216	217
Percentage of students who performed below the basic reading level	39	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	8	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 64%.
In 2022, Black students had an average score that was 30 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points).
In 2022, Hispanic students had an average score that was 23 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in North Carolina had an average score that was lower than that for female students by 7 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 25 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (26 points).

Description	ND	US
Average Score	218	217
Percentage of students who performed below the basic reading level	35	37
Percentage of students who performed at the basic reading level	34	29
Percentage of students who performed at the proficient reading level	25	24
Percentage of students who performed at the advanced reading level	6	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 66%.
In 2022, Black students had an average score that was 33 points lower than that for White students. Data are not reported for Black students in 2002, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 20 points lower than that for White students. Data are not reported for Hispanic students in 2002, because reporting standards were not met.
In 2022, male students in North Dakota had an average score that was lower than that for female students by 7 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 23 points lower than that for students who were not eligible. This performance gap was wider than that in 2002 (15 points).

Description	OH	US
Average Score	219	217
Percentage of students who performed below the basic reading level	35	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	25	24
Percentage of students who performed at the advanced reading level	10	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 64%.
In 2022, Black students had an average score that was 35 points lower than that for White students. This performance gap was not significantly different from that in 2002 (27 points).
In 2022, Hispanic students had an average score that was 30 points lower than that for White students. Data are not reported for Hispanic students in 2002, because reporting standards were not met.
In 2022, male students in Ohio had an average score that was lower than that for female students by 6 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was wider than that in 2002 (24 points).

Description	OK	US
Average Score	208	217
Percentage of students who performed below the basic reading level	45	37
Percentage of students who performed at the basic reading level	31	29
Percentage of students who performed at the proficient reading level	20	24
Percentage of students who performed at the advanced reading level	4	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 71%.
In 2022, Black students had an average score that was 22 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points).
In 2022, Hispanic students had an average score that was 20 points lower than that for White students. This performance gap was not significantly different from that in 1998 (21 points).
In 2022, male students in Oklahoma had an average score that was lower than that for female students by 11 points. This performance gap was wider than that in 1998 (2 points).
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 22 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (23 points).

Description	OR	US
Average Score	210	217
Percentage of students who performed below the basic reading level	44	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	21	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 66%.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 26 points lower than that for White students. This performance gap was not significantly different from that in 1998 (39 points).
In 2022, male students in Oregon had an average score that was lower than that for female students by 7 points.
Data are not reported for students who were not eligible for the National School Lunch Program (NSLP) in 2022, because reporting standards were not met.

Description	PA	US
Average Score	219	217
Percentage of students who performed below the basic reading level	36	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	25	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 60%.
In 2022, Black students had an average score that was 32 points lower than that for White students. This performance gap was not significantly different from that in 2002 (37 points).
In 2022, Hispanic students had an average score that was 23 points lower than that for White students. This performance gap was not significantly different from that in 2002 (31 points).
In 2022, male students in Pennsylvania had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 31 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2002 (32 points).

Description	RI	US
Average Score	217	217
Percentage of students who performed below the basic reading level	38	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 32 points lower than that for White students. This performance gap was not significantly different from that in 1998 (34 points).
In 2022, Hispanic students had an average score that was 28 points lower than that for White students. This performance gap was narrower than that in 1998 (48 points).
In 2022, male students in Rhode Island had an average score that was lower than that for female students by 11 points. This performance gap was wider than that in 1998 (1 point in favor of males).
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 27 points lower than that for students who were not eligible. This performance gap was narrower than that in 1998 (35 points).

Description	SC	US
Average Score	216	217
Percentage of students who performed below the basic reading level	39	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 31 points lower than that for White students. This performance gap was not significantly different from that in 1998 (29 points).
In 2022, Hispanic students had an average score that was 30 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in South Carolina had an average score that was lower than that for female students by 6 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 31 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (29 points).

Description	SD	US
Average Score	218	217
Percentage of students who performed below the basic reading level	35	37
Percentage of students who performed at the basic reading level	32	29
Percentage of students who performed at the proficient reading level	25	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 64%.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 18 points lower than that for White students. Data are not reported for Hispanic students in 2003, because reporting standards were not met.
In 2022, male students in South Dakota had an average score that was lower than that for female students by 11 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 28 points lower than that for students who were not eligible. This performance gap was wider than that in 2003 (20 points).

Description	TN	US
Average Score	214	217
Percentage of students who performed below the basic reading level	41	37
Percentage of students who performed at the basic reading level	29	29
Percentage of students who performed at the proficient reading level	23	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 65%.
In 2022, Black students had an average score that was 29 points lower than that for White students. This performance gap was not significantly different from that in 1998 (25 points).
In 2022, Hispanic students had an average score that was 16 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
In 2022, male students in Tennessee had an average score that was lower than that for female students by 6 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 23 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (26 points).

Description	TX	US
Average Score	214	217
Percentage of students who performed below the basic reading level	42	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	23	24
Percentage of students who performed at the advanced reading level	7	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 24 points lower than that for White students. This performance gap was narrower than that in 1998 (39 points).
In 2022, Hispanic students had an average score that was 24 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points).
In 2022, male students in Texas had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 30 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (31 points).

Description	UT	US
Average Score	221	217
Percentage of students who performed below the basic reading level	33	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	27	24
Percentage of students who performed at the advanced reading level	10	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 60%.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 28 points lower than that for White students. This performance gap was not significantly different from that in 1998 (29 points).
In 2022, male students in Utah had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was wider than that in 1998 (17 points).

Description	VT	US
Average Score	217	217
Percentage of students who performed below the basic reading level	38	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 63%.
Data are not reported for Black students in 2022, because reporting standards were not met.
Data are not reported for Hispanic students in 2022, because reporting standards were not met.
In 2022, male students in Vermont had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 25 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2002 (20 points).

Description	VA	US
Average Score	214	217
Percentage of students who performed below the basic reading level	40	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	23	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 62%.
In 2022, Black students had an average score that was 29 points lower than that for White students. This performance gap was not significantly different from that in 1998 (27 points).
In 2022, Hispanic students had an average score that was 30 points lower than that for White students. This performance gap was not significantly different from that in 1998 (18 points).
In 2022, male students in Virginia had an average score that was lower than that for female students by 13 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 37 points lower than that for students who were not eligible. This performance gap was wider than that in 1998 (27 points).

Description	WA	US
Average Score	217	217
Percentage of students who performed below the basic reading level	39	37
Percentage of students who performed at the basic reading level	28	29
Percentage of students who performed at the proficient reading level	24	24
Percentage of students who performed at the advanced reading level	9	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 16 points lower than that for White students. This performance gap was not significantly different from that in 1998 (17 points).
In 2022, Hispanic students had an average score that was 32 points lower than that for White students. This performance gap was not significantly different from that in 1998 (22 points).
In 2022, male students in Washington had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was wider than that in 1998 (22 points).

Description	WV	US
Average Score	205	217
Percentage of students who performed below the basic reading level	48	37
Percentage of students who performed at the basic reading level	30	29
Percentage of students who performed at the proficient reading level	18	24
Percentage of students who performed at the advanced reading level	4	9

Student score gaps

This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 70%.
In 2022, Black students had an average score that was not significantly different from that for White students.
Data are not reported for Hispanic students in 2022, because reporting standards were not met.
In 2022, male students in West Virginia had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 24 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (21 points).

Description	WI	US
Average Score	217	217
Percentage of students who performed below the basic reading level	37	37
Percentage of students who performed at the basic reading level	31	29
Percentage of students who performed at the proficient reading level	25	24
Percentage of students who performed at the advanced reading level	8	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
In 2022, Black students had an average score that was 40 points lower than that for White students. This performance gap was not significantly different from that in 1998 (41 points).
In 2022, Hispanic students had an average score that was 24 points lower than that for White students. This performance gap was not significantly different from that in 1998 (27 points).
In 2022, male students in Wisconsin had an average score that was lower than that for female students by 9 points.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 29 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (27 points).

Description	WY	US
Average Score	225	217
Percentage of students who performed below the basic reading level	29	37
Percentage of students who performed at the basic reading level	33	29
Percentage of students who performed at the proficient reading level	28	24
Percentage of students who performed at the advanced reading level	10	9

Student score gaps

This represents no significant change from the state’s 2019 average score.
Data are not reported for Black students in 2022, because reporting standards were not met.
In 2022, Hispanic students had an average score that was 14 points lower than that for White students. This performance gap was not significantly different from that in 1998 (15 points).
In 2022, male students in Wyoming had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 19 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (18 points).

Far-reaching impacts of the literacy crisis

The impacts of the literacy crisis are felt in all areas of our society, from an individual child’s opportunities to our nation’s global competitiveness. Here are just some of the ways the literacy crisis derails lives and devastates communities.

Impact on communities of color

There is a 22+ point gap¹ in literacy proficiency between White students and their Black, Hispanic, and American Indian peers. This leads to an estimated two thirds of students of color entering middle school not reading at proficient levels who often enter and joining classrooms not equipped with reading resources. These challenges and literacy gap have existed for over 30 years.

_^1._{^{2019 National Assessment of Educational Progress (NAEP)}}

Limiting college and career readiness

63%¹ of high school students graduate without reading at a proficient level. Students not reading proficiently by 4th grade are 4 times² more likely to drop out, contributing to 8,000 students³ dropping out of high school every day.

_{^{1. 2022 National Assessment of Educational Progress (NAEP)}}

_{^{2. The Annie E. Casey Foundation}}

_{^{3. de Brey et al, 2019}}

Links to imprisonment and welfare

85%¹ of juvenile offenders are functionally low literate. Two thirds of students² who cannot read proficiently by the end of the 4th grade will end up in jail or on welfare.

_{^{1. Staff (1991, Summer). Adult literacy facts. KET, the Kentucky Network Adult Education. Showcase, p. 5.}}

_{^{2. National Assessment of Adult Literacy, 2021.}}

Declines in income and productivity

Each year, illiteracy costs the U.S. economy a staggering $300B¹. Twenty percent of Americans read below the level needed to earn a living wage. The cost of illiteracy can be measured, from unemployment and welfare all the way through global competitiveness and productivity².

_^1._{^{World Literacy Foundation, The Economic & Social Cost of Illiteracy Report, September 2023}}

_^2._{^{National Council for Adult Learning.}}

Who we support

While the literacy crisis is concerning, RIF believes there is a path forward. RIF provides an integrated approach to literacy support—ensuring access to books, reading content, and literacy resources for children, educators, and families. We are actively working with program sites in all 50 states, Washington DC, and U.S. territories, with a focus on birth through 8th grade.

RIF’s reach in U.S. schools

RIF infographic of reach in the United States

RIF brings books and reading content to children and families in person and online, through community activation programs and resources such as Literacy Central, our free book resource website.

Children supported

RIF infographic on children reached and supported in U.S.

RIF is committed to supporting all children in their reading journey, with a focus on getting books and resources into the hands of youth in our most underserved communities.

Creating lifelong readers in America since 1966

For more than 55 years, RIF has been the leading voice for children’s literacy. Our mission is to inspire the joy of reading in all kids so they develop the foundation for opportunity no matter who they are, where they live, or what differences they may have.

Explore our history

Kids huddled outside together reading books

Our students are fostering a passion for books and storytelling from an early age. The program equips children with the foundation for academic success, critical thinking, and a rich imagination that will serve them well throughout their educational journey and beyond.

BFO Program Implementer, Lorain City School District

Ohio

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