How schools teach reading matters more than a student’s family income or English proficiency, report suggests

Some districts with substantial numbers of low-income Latino students vastly outperform others when it comes to reading and writing. The results appear to have more to do with how schools are teaching students to read and less about their family’s income or their English proficiency.

That’s according to a new report from the California Reading Coalition, a literacy advocacy group made up of organizations of educators, advocates and researchers.