By Brenna O’Neill
Freedom in Education
Executive Summary
In the midst of a national literacy crisis, where ⅓ of eighth graders and 40% of fourth graders score below NAEP’s basic level, both Louisiana and Alabama are exceptions to this downward trend. According to recent reporting on national assessment data, Louisiana improved its K–12 ranking from 49th to 32nd, while Alabama saw its 4th-grade math ranking rise from 52nd to 32nd, and its 4th-grade overall ranking improve from 49th to 34th between 2019 and 2024. Education analyses from national news sources attribute much of this progress to early literacy reform based on the Science of Reading.
Beginning in 2021, Louisiana strengthened its literacy efforts through legislation requiring early literacy training for teachers, a focus on reading coursework in preparation programs, and a licensure exam. Similarly, Alabama implemented statewide reading reforms through comprehensive legislation and curriculum revisions. Both states also adopted more structured and defined intervention measures, including literacy screenings, tutoring, instructional coaching, and 3rd-grade proficiency requirements.
This policy brief examines how Louisiana and Alabama have improved early literacy outcomes through Science-of-Reading-based reforms and targeted legislative actions. These strategies serve as a framework for addressing similar issues in other states in the future.
While Louisiana and Alabama have shown strong improvement in recent years, other states have experienced the opposite trend. For example, Vermont and Texas have seen declines in some NAEP reading and math scores, especially after the COVID-19 pandemic. These decreases emphasize the broader challenges many education systems are facing across the country.
Science-of-Reading-Aligned K–3 Literacy Reform
Louisiana’s literacy model centers around five essential areas: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Rather than relying on memorization, students are taught how to decode words with an organized system. To successfully implement this, Louisiana has standardized high-quality curriculum materials throughout the state to ensure that teachers receive training aligned with evidence-based practices.
Alabama’s initiative is very similar to Louisiana’s, as it is also aligned with the Science of Reading framework. However, Alabama began its curriculum realignment earlier, while Louisiana began making changes in 2021.
Additional Tools and Steps
Louisiana introduced a statewide literacy screener during the 2023–2024 school year. According to an online newsletter written by NOLA Family, the tool assesses K–3 students three times per school year—at the beginning, middle, and end. Students’ reading progress is monitored to identify learning gaps. The screener provides crucial data to instructors, allowing them to customize instruction, meet the needs of individual students, and address personal literacy challenges.
Students performing at the lowest level by the end of third grade may be required to repeat the grade. To prevent this outcome, Louisiana invested in instructional support systems, assigning over 300 literacy coaches to work directly with teachers to strengthen classroom instruction. Expanded tutoring services, including free tutoring opportunities, further support struggling readers.
Alabama implemented similar intervention strategies under its statewide literacy reform framework, including mandatory reading screeners, personalized reading improvement plans, and structured interventions for students who do not meet proficiency benchmarks.
Legislation
Louisiana:
Since 2021, the Louisiana Legislature has passed several laws focused on strengthening early literacy instruction:
- Act 108 of the 2021 Regular Legislative Session mandates early literacy training for K–3 teachers of reading, math, science, and/or social studies, including special education teachers, principals, and assistant principals.
- Act 438 of the 2021 Regular Legislative Session requires teacher preparation programs to include coursework specifically focused on the teaching of reading and literacy.
- Act 448 of the 2022 Regular Legislative Session requires kindergarten through third-grade teachers seeking initial licensure to pass a scientifically researched and evidence-based exam on the teaching of reading.
Alabama:
- Alabama Literacy Act — Established a statewide framework to improve K–3 reading proficiency, including mandatory reading screeners, individualized and personalized reading improvement plans, targeted interventions, and a third-grade reading proficiency requirement for promotion.
- HB 173 and SB 168 — Legislative efforts to prohibit the “three-cueing” strategy of reading instruction, reinforcing the state’s steps toward evidence-based, phonics-centered literacy practices.
Sources Cited
- Chen, S. (2026, February 9). Elementary schools turn to science of reading to combat literacy crisis. WISTV. https://www.wistv.com/2026/02/09/elementary-schools-turn-science-reading-combat-literacy-crisis/
- Hall, R. (2025, January 29). Alabama leads growth in reading and math scores, according to Nation’s Report Card. CBS42. https://www.cbs42.com/alabama-news/alabama-leads-growth-in-reading-and-math-scores-according-to-nations-report-card/
- Louisiana’s education model: A student improvement blueprint. EdReports. (2025, February 3). https://www.edreports.org/resources/article/louisianas-education-model-a-student-improvement-blueprint
- Miller, A. (2024, September 1). What’s the deal with literacy in Louisiana Schools? NOLA Family Magazine. https://nolafamily.com/whats-the-deal-with-literacy-in-louisiana-schools/
