Prior to the start of Nevada’s 2025 legislative session, I shared an opinion piece about the opportunity that was before us to enact policies with the potential to dramatically increase literacy rates. 

As families send their children back to the classroom, education advocates, school leaders and teachers across the state are asking a hopeful yet lingering question: Will the education policies passed this year actually improve student literacy outcomes? 

The stakes could not be higher. Fewer than 4 in 10 Nevada third graders read at grade level. This startling statistic has implications far beyond the classroom. Research shows that students who are not reading proficiently by the end of third grade are four times more likely to drop out of high school and often have limited economic mobility as a result.

Teach For America Nevada and a growing coalition of partners have set an ambitious but necessary goal: to double Southern Nevada’s third grade literacy rate by 2030. The question now is whether this year’s legislation lays the groundwork to get us there. Some of the laws passed make promising steps, but we must pay close attention to the implementation of these new strategies to make sure they have the desired impact.

One interesting effort came from AB533, which allows students to apply to attend public schools outside their assigned zones. This new policy creates important opportunities for families to seek out schools that may offer stronger academic programs — including more effective literacy instruction and interventions — better suited to their child’s needs. Allowing more options for students could be a powerful tool to address literacy achievement. However, there are two fundamental issues that must be addressed to fully maximize the potential of this approach.

First, this approach only works if there are enough strong alternatives available. If every student struggling with literacy sought a different school, would there be sufficient high-quality programs to meet that demand? Second, this bill does not require schools to provide transportation for transfer students. As a result, even if better options exist, many students, particularly those from low-income families, may face significant challenges in accessing them.

Other efforts during the session focused on educator knowledge and skills related to literacy instruction and the data used to inform teacher practices. SB460 codifies the Science of Reading and foundational literacy into law by requiring K-3 teachers to complete a course in research-backed instructional methods. 

This is an important first step, though it could easily just become another checklist item in the long list of requirements we impose on our teachers that don’t actually lead to changes in the classroom. We can build on this effort by providing robust, job-embedded coaching and support to our teachers to ensure they are able to implement these research-backed practices, not just require them to sit through yet another course. 

SB460 also directs the State Board of Education to approve multiple assessment options to meet Nevada’s Read by Grade 3 requirements. The goal is to give districts more flexibility to choose tools that align with their local literacy strategies and provide timely, actionable data to inform instruction and help teachers adjust their approach. Over the next few years, it will be critical to monitor how districts utilize these expanded assessment options and whether it leads to more effective teaching and improved reading outcomes for kids. 

Finally, the centerpiece of the Legislature’s education investment, SB500, allocates $12.9 billion over the biennium, maintaining the public school teacher pay raises from the last session and including average per-pupil funding of about $13,500 once weights for English learners and at-risk students are applied.

There’s no doubt that this investment is meaningful, but considering the budget situation this year, some high-impact strategies to boost literacy rates were left out. Most notably, there was no significant expansion of pre-K education, which arguably is one of the most cost-effective tools for boosting literacy rates and making Nevada’s future workforce more competitive. While this was a big missed opportunity, many Nevada leaders remain committed to expanding high-quality early childhood programs, and I am hopeful we can continue building momentum around this critical investment in our future. 

While there is still much work to be done, the progress made this session is not insignificant. Policymakers are listening. 

But if we’re serious about doubling the number of third graders reading proficiently by 2030, we can’t afford incrementalism. Reaching this goal will require a coordinated, statewide effort grounded in equity, urgency and long-term investment. 

We must push to go further and faster so that every child, no matter their ZIP code, gets the chance to succeed. 

Tim Hughes is the executive director of Teach for America Nevada and serves on the Nevada State Board of Education. 

The Nevada Independent welcomes informed, cogent rebuttals to opinion pieces such as this. They can be submitted here.