Proficiency in Reading and Mathematics Skills by the end of Grade 3 Will Improve Student Achievement in Montana Schools
As Chair of House Education, a focus of the House Committee was Early Literacy. In fact, it was the reason for sponsoring HB 262 – the Science of Reading; and HB 338 – Targeted Intervention – Mathematics. These bills were unanimously supported by the Education Committee, the Superintendent of Public Instruction and the Board of Public Education. The purpose of this focus is a recognition that in the Montana Constitution, the Legislature is vested with defining a quality system of education.
The most recent NAEP (National Assessment of Educational Progress) scores for Grade 4 indicated that 68% of Montana students scored below proficient in reading. For Grade 8 reading scores, the problem worsened as 71% of students scored below proficient. These results correspond with over 50 years of reading research, that students who start well in school continue to do well while students who do not start well are unlikely to catch up, and in fact, do not make progress in reading and find it increasingly difficult to ever master reading skills (Stanovich 1986; 1988). The NAEP Mathematics data indicate similar low student achievement scores for Montana students.
“Literacy is arguably the most important educational competency. Without reading or mathematics skills, students face a host of challenges that follow them throughout their academic, professional and personal lives” as stated by Alabama’s focus on Early Literacy –the only state that improved reading and NAEP scores. Thus, the answer to improved reading achievement for Montana students is also to focus on research-based reading components from the beginning, explicitly taught which include Phonemic Awareness, Phonics, Vocabulary Development, Fluency, and Comprehension. In addition to teaching these components, reading skill development must be monitored from grade to grade to address gaps in reading skills. HB 338 will identify research-based mathematics skills and monitor student skill gaps as well. The goal for each Montana student is proficiency in both Reading and Mathematics by the end of Grade 3. Third grade proficiency will then accelerate achievement in Middle School and High School as students will be able to read complex texts in science, history and mathematics necessary for success.
Thus, House Education passed several bills (HB 262, HB 338, HB 628, HB 462) in the 2025 session to address early literacy reading and mathematics achievement and to encourage all school districts in Montana to focus on student proficiency by the end of Grade 3. Each bill provides funding to monitor early literacy and mathematics development. Additionally, the Office of Public Instruction is working with school districts, and the Board of Public Education to collect State-wide student reading and mathematics data to verify student progress toward the 3rd grade proficiency goal. Our ability to address early literacy will, in fact, increase student reading and mathematics competency, launching student to greater success in middle school, high school and chosen careers.
Linda Reksten
Chair House Education
HD 13