Read On Arizona partners created MapLIT, an interactive mapping tool as a “one stop” resource to identify key data sets (census, school, health, family engagement) that impact early literacy outcomes in communities. Read On Arizona’s MapLIT provides communities with graphic views of select data for all Arizona public/charter elementary school and preschool site locations.
The intended use of the Read On Arizona Literacy Data Center is to support strategic planning to improve language and literacy outcomes for all Read On Arizona communities.
Read On Arizona’s literacy map tool, MapLIT, is intended to: facilitate data sharing and coordination of evidence-based solutions, and identify gaps and best practices to support ongoing improvements in early literacy.
Examples of encouraged use include:
- Identifying neighborhoods with high need and low service using MapLIT.
- Exploring or tracking improvement over time using tools from the data center.
- Sharing information with Read On Arizona community partners and decision-makers to inform strategic planning centered around improving early language and literacy outcomes.
- Presenting on the challenges and opportunities in the community with would-be partners.
- Demonstrating need for additional resources in a grant or other proposal (must include proper citations).
Examples of unauthorized use include:
- Publishing data or reports from Read On Arizona’s MapLIT without proper citations.
- Reproducing Read On Arizona’s MapLIT on a website or other medium.
- Re-purposing data from Read On Arizona’s MapLIT without permission.
NOTE: All data are the sole property of Read On Arizona or the originating agency and may not be published, re-analyzed, or used in other manner without written permission.
Factors Related to Early Childhood Literacy
By Robert Vagi, Research Consultant
Mary Lou Fulton Teachers College, Arizona State University
Given the critical role that literacy plays in children’s academic and personal development, Arizona policymakers have increasingly turned their attention to early childhood literacy policies. In support of these initiatives, Read On Arizona and its partner organizations are leading a statewide effort to improve literacy outcomes for children, from birth to third grade.
In this study, Factors Related to Early Childhood Literacy, a census of data from Arizona schools is used to identify school, district, community, and health factors that plausibly influence third grade literacy rates. Findings show that several school-level factors are predictive of third grade reading achievement including school-level poverty and charter status. Most notably, two independent measures of student attendance were predictive of school-level reading achievement. Results indicate that policies aimed at increasing school-level attendance rates may be effective and inexpensive methods of increasing childhood literacy rates.