Indianapolis, Indiana – Indiana schools are celebrating a historic leap forward in literacy. New results from the 2024–2025 Indiana Reading Evaluation and Determination (IREAD) assessment show that third-grade literacy proficiency has climbed to 87.3 percent statewide. The nearly five-point increase marks the largest single-year gain since the test was introduced in 2013 and represents the fourth year in a row that scores have risen.
Behind this success is a unique collaboration that has reshaped how schools approach reading instruction. The Indiana Literacy Cadre, a statewide initiative run in partnership with the Center of Excellence in Leadership of Learning (CELL) at the University of Indianapolis, has been central to the effort. By connecting statewide policy shifts with hands-on classroom support, the Cadre has helped more than 400 schools improve literacy outcomes for their youngest learners.
The program is rooted in the science of reading, a body of research that highlights five key areas essential for learning to read: phonics, phonemic awareness, fluency, vocabulary, and comprehension. Teachers in Cadre schools receive embedded coaching and professional development tailored to these principles, allowing them to refine their instruction and respond directly to student needs.
The data show just how effective the approach has been. Schools that participated in the Literacy Cadre last year saw a seven percentage point jump in IREAD proficiency—almost double the increase of schools not enrolled in the program. For administrators and educators, the numbers confirm what they see in classrooms every day: intentional support, paired with evidence-based practices, is making a measurable difference.
“CELL is proud to serve as a bridge connecting visionary statewide policy change to the powerful work of educators in classrooms,” said Carey Dahncke, executive director of CELL. He emphasized that aligning state priorities with classroom-level strategies is creating momentum not just for short-term test gains but for long-term student success.
That alignment has been made possible by Indiana’s historic $170 million investment in early literacy, supported through a partnership with Lilly Endowment, Inc. The funding has allowed the state to scale its initiatives and provide consistent resources to schools. By blending philanthropy, public policy, and university expertise, Indiana has built a model that many other states are watching closely.
“We’re excited to see a growing number of Hoosier students building strong foundational reading skills in the early grades through this partnership,” said Megan Thompson, director of literacy at CELL. “As academic demands increase in the middle grades and beyond, this progress opens up new opportunities for CELL to support middle and high school educators, equipping them with the tools and strategies they need to ensure continued success and growth for students.”
For teachers, the Cadre’s impact goes beyond training. Having access to coaches who can observe, model, and provide feedback in real time has transformed instruction. Instead of relying solely on workshops or theory, teachers are applying strategies directly in their classrooms, adjusting lessons, and building confidence in their ability to reach struggling readers.
The results also highlight the importance of early intervention. Research has long shown that students who read proficiently by third grade are far more likely to succeed in later grades, graduate on time, and pursue postsecondary opportunities. Indiana’s push to prioritize literacy in the earliest years is designed to ensure that students are not just passing a test but gaining the lifelong skill of reading.
“CELL is proud to serve as a bridge connecting visionary statewide policy change to the powerful work of educators in classrooms,” Dahncke reiterated. “This critical alignment ensures our collective efforts are creating a future where every Indiana student excels by becoming a strong, confident and capable reader by third grade.”
Looking ahead, CELL plans to continue its work with the Literacy Cadre while also expanding support to schools outside the program. Customized literacy services, professional development, and new resources are being developed to help educators maintain the momentum and deepen instructional practices.
The progress seen in 2025 has generated optimism across the state, but education leaders stress that sustaining gains will require ongoing collaboration. With new resources, strong community partnerships, and continued reliance on the science of reading, Indiana aims to ensure that every child has the chance to master literacy and unlock opportunities for the future.
More information about CELL’s literacy work and its ongoing initiatives can be found at https://cell.uindy.edu/our-work/literacy.
