The Kentucky Department of Education (KDE) is launching a new, exciting partnership, called the Kentucky Reading Academies, which brings the Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning opportunity to educators across the Commonwealth.
The Kentucky Department of Education has launched its Summer Boost: Reading and Mathematics Program, along with a series of Summer Support webpages, in partnership with The Children’s Reading Foundation, Scholastic and the Summer Food Service Program.
Kentucky Humanities, an affiliate of the National Endowment for the Humanities, has been providing resources to teachers throughout the Commonwealth for many years. To enhance your reading curriculum, current offerings include School Days and Prime Time Family Reading®.
The World Literacy Foundation (WLF) is offering a remote Ambassador Program that encourages students to acquire literacy and reading skills needed to succeed in school and beyond.
According to National Assessment of Educational Progress (NAEP) scores released Oct. 30, Kentucky schools have failed to make progress in the critical areas of 4th- and 8th-grade reading and mathematics for a decade.
The Kentucky Department of Education is seeking public feedback on reading and math basic competency requirements for the state’s new minimum high school graduation requirements, per Senate Bill 175 (2019).
A research project has increased student proficiency in some west Kentucky elementary schools by focusing on what they need within each school and within small groups of students.
Children will be given free books at several lunch programs being held across the state this summer as a part of the Kentucky Department of Education’s summer reading and math initiative, Stride, Don’t Slide!
The Kentucky Department of Education is seeking feedback on draft assessment blueprints for reading/writing, mathematics and social studies.
One of the most notable of the education challenges we continue to face are socioeconomic and racial achievement gaps. Even with the progress we have made in recent decades with increases in achievement overall, we have made very little progress with closing such gaps.