In the world of education, progress is often measured in small steps, not giant leaps. But Idaho’s recent improvements on the Idaho Reading Indicator (IRI) show that when communities, educators, and families work together, those small steps can add up to real momentum for our youngest learners.
The IRI, which assesses early literacy skills in kindergarten through third grade, is more than just another test. It’s an early warning system—helping identify students who need extra support before reading struggles become lifelong barriers. And this year’s results offer encouraging news: more Idaho students are reading at or above grade level than we’ve seen in years and up 3% from last year.
Statewide, gains have been most notable in the earliest grades. Kindergarten and first-grade students—those at the very start of their reading journeys—are showing stronger foundational skills, from recognizing letter sounds to reading simple words with confidence. Statewide, kindergarten proficiency increased 13 percentage points from Spring 2024 to 2025. And overall kindergarten proficiency grew 26 percentage points from Fall 2024 to Spring 2025. The first-grade cohort grew from 59% proficiency in the Fall of 2024 to 67% proficiency in the Spring of 2025.
In many districts, the percentage of students meeting grade-level benchmarks has climbed by several points. These improvements are not just statistical blips; they represent thousands of children who are now better prepared to succeed in every subject they encounter.
In Gooding, they are excited and proud of students, parents, and staff as they celebrate some significant gains in their kindergarten cohort. Using professional development communities, teachers are analyzing data, setting benchmarks, and creating instruction that meet the needs of individual students. The results? Only 24% of the incoming kindergarten class was at grade in the fall of 2024. Spring IRI testing showed that 82.7% of those kindergarten students were now at grade level. Congratulations!
Why is this happening across the state? The answer lies in a combination of strategic investment and relentless dedication. Targeted literacy funding (early literacy monies) from the state has allowed districts to hire reading specialists, provide high-quality training and mentoring for teachers, and offer more individualized support for students. Schools have also embraced evidence-based reading instruction—approaches grounded in the “science of reading” that emphasize phonics, vocabulary, and comprehension skills.
But the unsung heroes of this story are Idaho’s educators and families. Teachers are putting in countless hours, often before and after school, to help students strengthen their reading. Parents and guardians are reading nightly with their children, building habits that will pay dividends for years to come.
These results matter because reading by the end of third grade is a powerful predictor of a child’s future success. Students who reach that milestone are far more likely to graduate on time, pursue higher education or career training, and participate fully in civic life. In other words, improving early literacy is not just an education win—it’s an economic and social investment in Idaho’s future. When Idaho’s children learn to read, they are also learning to dream, to discover, and to shape the future of our great state.
