Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org
Each state has fierce competition for limited resources of both time and money. Designating a state office or coordinator points to a central repository for ideas, coordination of plans, and accounting.
Why does it matter?
Highlights:
Florida's legislature created the Florida Center for Reading Research (FCRR), which disseminates information through the Florida Progress Monitoring and Reporting Network.
Florida is the only state to have enacted a policy that designates a centralized office or coordinator, while seven additional states have designated a centralized office or coordinator through practice.
Note:
"In practice" means an approach is not authorized or required by state policy, but appears to take place in practice.
Methodology: The information was collected from state statutes, recently enacted legislation (session laws), and rules and regulations. Where necessary, statewide initiatives created outside of policy were collected from state agencies. The information will be updated as changes occur.
Sources for all data points are available through this link.
Last updated: June 2008
Research was conducted by Melodye Bush. Please contact Jennifer Dounay Zinth at 303-299-3689 or jdounay@ecs.org with comments or questions about this database.
| State has designated a state office or coordinator for adolescent literacy | |
| Alabama |
|
| Alaska | |
| Arizona | |
| Arkansas | No policy is evident, but in practice the K-12 Literacy Program Manager in the department of education functions as the designated coordinator for adolescent literacy. |
| California | |
| Colorado | |
| Connecticut | No policy evident, but in practice the State Department of Education's Bureau of Curriculum and Instruction's Education Consultant coordinates the adolescent literacy initiatives. |
| Delaware | |
| District of Columbia | |
| Florida | Yes, legislature created the Florida Center for Reading Research (FCRR) which disseminates information through the Florida Progress Monitoring and Reporting Network. |
| Georgia | No policy evident, but in practice the division of curriculum and instruction in the department of education functions as the state office or coordinator for adolescent literacy. |
| Hawaii | |
| Idaho | |
| Illinois | |
| Indiana | |
| Iowa | |
| Kansas | |
| Kentucky | |
| Louisiana | |
| Maine | |
| Maryland | |
| Massachusetts | |
| Michigan | |
| Minnesota | |
| Mississippi | |
| Missouri | |
| Montana | |
| Nebraska | |
| Nevada | |
| New Hampshire | |
| New Jersey | |
| New Mexico | |
| New York | In practice. The Office of Curriculum, Instruction and Instructional Technology works with the office of Early Education and Reading Initiatives to support increased adolescent literacy achievement. |
| North Carolina | |
| North Dakota | |
| Ohio | In practice. The Ohio Reading Improvement Office is housed in the state department of education and facilitates communications with other agency divisions to ensure alignment across the state's literacy and teacher training activities. The office also offers professional development, provides an online adolescent literacy journal and runs a grant competition to fund research-based literacy programs in low-performing secondary schools. |
| Oklahoma | |
| Oregon | |
| Pennsylvania | |
| Rhode Island | In practice. The State Literacy Advisory Panel provides advice concerning literacy programs and efforts. |
| South Carolina | |
| South Dakota | |
| Tennessee | |
| Texas | |
| Utah | |
| Vermont | |
| Virginia | In practice. The English Coordinator K-12 and the Middle Grades English Specialist for the Virginia Department of Education's Office of Middle and High School Instructional Services coordinate adolescent literacy for the state. |
| Washington | |
| West Virginia | |
| Wisconsin | |
| Wyoming |
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