Reading program praised

School districts say students are progressing under former Gov. Olene Walker's reading program, but the chairman of the Utah Legislature's Executive Appropriations Committee questions whether that's due to the state's $12.5 million investment or other things districts are doing.

The ultimate question before lawmakers is whether to continue the budding reading program and, possibly, invest in another proposal to boost math achievement in the early grades.

"What causes us to now say this is a program we should say we should continue?" appropriations chairman Rep. Ron Bigelow, R-West Valley, asked education officials Tuesday. "In fact, can you determine that?"

In the 2004 Legislature, lawmakers put up $15 million to boost reading skills in kindergarten through third grades. The program is a sort of preventative medicine, to stop reading deficiencies before they take hold. School districts must match the money to pull down state funds. Several raised taxes to do it.

During the 2005 Legislature, the State Board of Education asked for $16 million to boost elementary math instruction, also as a preemptive measure. Lawmakers didn't fund that request, indicating they wanted reading program results first. (The state board will ask for math money again during the 2006 Legislature).

About two dozen districts say students are meeting first-year reading goals in various grades, according to a State Office of Education report. Sixteen districts and two charter schools also showed students in kindergarten through third grade were meeting their goals.

State and local reading experts highlighted for the committee school district successes and program praise from parents.

But Bigelow and House Majority Leader Jeff Alexander, R-Provo, questioned whether those statistics could be chalked up to the reading program investment or other things going on in schools, such as hiring extra help or training teachers.

There is no state standard for progress under this program, as the law leaves goal-setting to districts, state elementary language arts specialist Lynne Greenwood said. Some school districts also might set tougher goals than others.

"It appears at this point, yes, it is making a difference," Greenwood said, citing disadvantaged student gains recorded in all-day kindergartens in Salt lake City School District. "It's wonderful to do this, and it's making huge differences individually."

Sen. Lyle Hillyard, R-Logan, asked whether the state's investment instead should roll into the per-student funding formula, considering tight budgets.

Educators praised the program as helping districts zero in on literacy.

"They feel like this has made a significant difference," state associate superintendent Christine Kearl said. "It's become an integral part of their success."

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