Early Literacy Shows Strong Gains Across Elementary Schools

First- and second-grade reading proficiency rises among targeted student groups, with several schools posting gains of more than 20 percentage points by midyear.

Albuquerque Public Schools is seeing encouraging progress in early literacy, particularly among historically underserved student groups.

At a recent Board of Education meeting, Superintendent Gabriella Blakey shared midyear results from the district’s early literacy monitoring reports. The data tracks progress toward the district’s goal of ensuring students are reading proficiently by third grade.

This year marks the district’s first using Amira, the state-required literacy assessment for students in kindergarten through third grade. While still early in the implementation, the midyear data provides a snapshot of how students are progressing in foundational reading skills.

The results show the district is on track.

Among first-grade students in groups identified in the Yazzie-Martinez education equity decision, along with African American students, 24.4 percent scored proficient or above at midyear – more than a percentage point above the district’s three-year goal.

Among second graders in the same student groups, 32.5 percent reached proficiency – more than eight percentage points above the district’s three-year goal.

“These early-grade checkpoints are important because they tell us whether our youngest learners are developing the foundational skills needed to become confident, fluent readers,” Blakey said during the meeting.

Before discussing the progress monitoring reports, the district recognized several schools that demonstrated some of the largest gains in reading proficiency from the beginning to the middle of the school year.

First Grade Reading Gains

The following schools saw reading proficiency gains of 20 percentage points or more among first-grade students in the targeted student groups:

SY Jackson Elementary School

Increase of 25.9 percentage points (from 27% to 52.9%)
Principal: Jack Vermillion

Vermillion said the improvement reflects a coordinated effort across the entire school.

“Our gains are the result of a coordinated, schoolwide effort to close literacy gaps,” Vermillion said. “Teachers are implementing strong Tier 1 instruction aligned to evidence-based practices, and our interventionist provides targeted support using research-based literacy strategies.”

He also credited the school’s librarian and intervention supports for helping accelerate growth among students who need additional help.

Barcelona Elementary School
Increase of 23.5 percentage points (from 12.5% to 36%)
Principal: Rae Lynn Dooley

“At Barcelona, we have focused on rigorous grade-level instruction and helping students embrace challenges that lead to growth,” Dooley said. “Our teachers use data-driven collaboration and engage students in conversations about their own progress.”

Tres Volcanes Community Collaborative
Increase of 21.2 percentage points (from 22.9% to 44.1%)
Principal: Hannah Manifola

“Our teachers attribute this growth to consistency with foundational skills, daily literacy routines, and maintaining high expectations for students,” Manifola said.

Bellehaven Elementary School
Increase of 20.5 percentage points (from 11.1% to 31.6%)
Principal: Sara Carrillo

Manzano Mesa Elementary School
Increase of 20.2 percentage points (from 35.4% to 55.6%)
Principal: Shannon Dickson

Dickson said collaboration among teachers played a key role.

“Our first-grade team uses assessment data during teacher collaboration time to plan explicit phonics and decoding instruction,” Dickson said. “That allows us to provide consistent, targeted support for students who need it most.”

Second Grade Reading Gains

The following schools saw reading proficiency gains of 20 percentage points or more among second-grade students in the targeted groups:

Double Eagle Elementary School
Increase of 29.5 percentage points (from 43.8% to 73.3%)
Principal: Shayna Kagan

Kagan said teachers closely analyze assessment data and tailor instruction to meet student needs.

“Flexible small-group instruction aligned to monthly assessment data allows us to provide targeted reading support,” Kagan said. “At the same time, structured literacy instruction strengthens decoding and builds fluency.”

Hubert H. Humphrey Elementary School
Increase of 27.5 percentage points (from 42.9% to 70.4%)
Principal: Adam Dodge

“This year we focused on integrating social-emotional strategies into reading and math instruction,” Dodge said. “Those strategies help students build perseverance, self-efficacy, and confidence as learners.”

Petroglyph Elementary School
Increase of 21.1 percentage points (from 19.4% to 40.5%)
Principal: Kristina Romo

Romo said the school’s progress comes from close attention to student data and consistent classroom instruction.

“Our teachers analyze data monthly and discuss every student,” Romo said. “We focus on strong core instruction and small-group targeted support.”

Chaparral Elementary School
Increase of 20.5 percentage points (from 14.5% to 35.0%)
Principal: Michelle Tudor

Tudor said ensuring students consistently used the Amira literacy tutoring program was a key factor in the school’s growth.

District leaders also recognized the educators, support staff, and families who help students succeed every day.

“I also want to recognize the teachers, educational assistants, support staff, and families who make this kind of progress possible,” Blakey said. “And of course, our students. We know how hard they are working, and it is exciting to see that effort paying off.”

The district will continue monitoring literacy progress throughout the year as it works toward its long-term goal of ensuring every student is reading proficiently by the end of third grade.