A student at Mary G. Hogsett Primary School (Danville Independent) works on a literacy activity in the classroom. Photo by Fiona Morgan, Kentucky Department of Education, April 23, 2026.
(FRANKFORT, KY) – Kentucky ranks among the nation’s best in terms of academic recovery in reading and mathematics, according to the 2026 Education Scorecard.
The Education Scorecard is a collaboration between the Center for Education Policy Research at Harvard University, The Educational Opportunity Project at Stanford University and faculty at Dartmouth College. The latest report provides insight on where students’ academic recovery stands, combining state test results for roughly 35 million grade 3–8 students nationwide with national assessment data to describe changes in local communities.
Kentucky ranked 8th out of 38 states in academic growth in mathematics and 5th out of 35 states in reading between 2022 and 2025.
“The Kentucky Department of Education has been making great strides in literacy and numeracy education the last several years with several new, innovative methods of improving instruction in these areas, and we are seeing even more evidence that these investments are working,” said Commissioner of Education Robbie Fletcher.
The report also highlighted 108 districts across the country as “Districts on the Rise,” meaning they’ve shown exceptional progress relative to similar districts in their state. Several Kentucky schools made the list as they excelled in both reading and math: Anderson County, Perry County, Marion County, Ohio County, Corbin Independent and Pike County.
Districts that were highlighted specifically for growth in mathematics performance were Paducah Independent, Harlan County, Grayson County, Franklin County, Johnson County and Boyd County. Districts that were honored for growth in reading were Clay County and Daviess County.
“Kentucky’s progress in literacy and numeracy reflects a sustained, statewide commitment to high-quality instruction – driven by aligned instructional resources, evidence-based professional learning, and strong partnerships with districts and educators,” said KDE Chief Academic Officer Micki Marinelli. “We remain committed to supporting districts as they build on this momentum, ensuring every learner has access to vibrant grade-level learning that prepares them for lifelong success.”
The Education Scorecard report noted states experienced gains in literacy due to specific early-literacy reforms and initiatives at the state level tied to the science of reading, including Kentucky.
Kentucky’s efforts with early literacy include the Kentucky Reading Academies and the Language Essentials for Teachers of Reading and Spelling (LETRS) training for teachers and administrators. Implemented following the passage of the Read to Succeed Act in 2022, the Kentucky Reading Academies aim to transform literacy instruction across the state by offering an opt-in, no-cost professional learning opportunity to both K-5 educators and administrators.
The goal behind the academies is to promote educators’ knowledge, beliefs and classroom instruction in evidence-based literacy practices to improve student reading outcomes.
A recent data analysis by the Kentucky Reading Research Center shows LETRS training improves student reading outcomes. The Kentucky Reading Academies recently opened registration for Cohort 5 of LETRS through Aug. 21.
Kentucky has also excelled with initiatives to improve numeracy education, including the Kentucky Center for Mathematics (KCM) K-5 Numeracy Counts Teacher academies and Partnership Institute for Math and Science Education Reform (PIMSER) Administrator Numeracy Counts academies. Applications are now open for the summer 2026 cohorts of both academies.
The EPIC Numeracy Alliance is also hosting a two-year professional learning designed to help build teacher skill, increase self-efficacy in delivering grade-level mathematics and support continuous improvement through collaboration among teachers and leaders in grades 3-8. For more information, visit the EPIC Numeracy webpage.
“Through initiatives like the Kentucky Reading and Numeracy Academies, thousands of teachers are being equipped with strategies to strengthen early literacy and numeracy instruction and help more students reach grade-level expectations,” Marinelli said. “The growth of state literacy coaches and local math coaches, alongside networks such as the Early Literacy Leadership Network and the Math Leadership Collaborative, has empowered local leaders to support effective implementation, increased instructional coherence, and a culture of continuous improvement.”
The 2026 Education Scorecard also highlighted other issues surrounding education in recent years across the country, including an uneven recovery from the COVID-19 pandemic, recent chronic absenteeism rates and how the rise of social media has affected learning in the classroom.
Case Study: Marion County Public Schools
Among Kentucky’s many “Districts on the Rise,” Marion County Public Schools offers a compelling model of what focused, evidence-based reform can achieve in a rural district.
In alignment with Kentucky’s Read to Succeed Act, the district committed to a full rollout of evidence-based literacy curricula – Amplify CKLA for elementary grades and Amplify ELA for middle school – paired with a restructured coaching model that shifted from school-based to content-driven support.
Coaches operate in six-to-nine-week cycles, working directly with teachers to support implementation of standards-aligned instruction and use of diagnostic data to drive instruction. The district also invested in LETRS literacy training for teachers and administrators alike, with 44 staff completing the program since 2022, ensuring that school leadership can support and evaluate foundational reading instruction at every grade level.
In math, the district uses i-Ready at the elementary level and Savvas at middle and high school, both supported by vendor coaches providing regular classroom feedback.
Beyond high-quality instructional resource (HQIR) implementation, Marion County has intentionally scaled back technology use – implementing monthly screen-free days at the middle school level – to foster direct student engagement and standards-aligned instruction.
The district has also built a pipeline of future leaders through a year-long Aspiring Leaders program and awarded $75,000 in teacher-led innovation grants to support creative classroom initiatives.
“In Marion County, our commitment to evidence-based instruction isn’t just about adopting a new curriculum; it’s about ensuring every leader and educator has the specialized training to implement it with precision,” said Chris Brady, Marion County superintendent. “We’re committed to reclaiming the classroom for authentic student-to-teacher engagement. By intentionally scaling back technology usage, we are refocusing our energy on evidence-based practices and standards-aligned instruction that keeps students at the center of the learning process.”
View the full 2026 Education Scorecard Marion County case study for more details.
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