How The Flawed Focus On Building Prisons According To Reading Scores Is Harming Black Children

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In recent years, there has been a troubling trend in some policy circles: the use of 3rd-grade reading levels as a predictor for future prison construction needs. However, these claims seem to be unsubstantiated and even distorted. The idea that 3rd-grade reading scores can predict the need for more prisons is based on research that suggests a correlation between low literacy rates and future incarceration rates. The argument goes that children who struggle with reading in 3rd grade are more likely to face difficulties throughout their education, leading to an increased likelihood of dropping out of school and engaging in criminal behavior later in life.

At first glance, the idea that 3rd-grade reading levels could predict future incarceration rates may seem logical. After all, literacy skills are crucial for academic success and future opportunities. However, the leap from struggling readers to future inmates oversimplifies the complex interplay of social, economic, and systemic factors that contribute to criminal behavior.  Many of these systemic factors disproportionately impact Black children.  For example, within the education system, black children have lower reading scores than their white counterparts. As of 2022, 56 percent of Black students performed below the basic reading comprehension standard compared to 27 percent of white students, according to the National Assessment Of Educational Progress. Socio-economically Black children experience higher rates of poverty than their white counterparts. Poverty for non-Hispanic white children was at 7.2% in 2022, while the poverty rate for Black children was 18.3%, according to the Economic Policy Development Institute.

 As of 2022, 56 percent of Black students performed below the basic reading comprehension standard according to the National Assessment Of Educational Progress.

It’s important to note that this correlation doesn’t imply causation. While early literacy is undoubtedly crucial for academic success and can impact future life outcomes, the relationship between literacy rates and incarceration rates is complex and influenced by various socioeconomic factors, educational policies, access to resources, and societal structures.

These types of flawed assumptions ignore some critical factors.

1. Socioeconomic Status: Research consistently shows that poverty and socioeconomic inequality are strong predictors of incarceration rates. Children from low-income families often face numerous challenges that can hinder their academic success, including limited access to quality education, healthcare, and resources for personal development, according to the United States Census Bureau.
2. Racial Disparities: The link between 3rd-grade reading levels and future incarceration rates fails to account for racial disparities in the criminal justice system. Marginalized communities, particularly Black and Hispanic populations, are disproportionately targeted by law enforcement, leading to higher rates of arrest and incarceration.
3. Lack of Support Systems: Children who struggle with reading comprehension may need additional support and resources to address underlying learning difficulties or environmental factors affecting their academic performance. However, inadequate funding for education, lack of access to early intervention programs, and systemic barriers can prevent at-risk students from receiving the assistance they need.

Rather than using 3rd-grade reading levels as a determinant for future prison construction, policymakers should focus on early intervention strategies that address the root causes of educational disparities. Instead of stigmatizing children who struggle with reading, schools and communities should provide comprehensive support systems that address academic, emotional, and social needs. By adopting holistic approaches to addressing educational disparities, we can build a brighter future for generations to come. American philosopher Henry David Thoreau once said, “There are a thousand hacking at the branches of evil to one who is striking at the root.”

Addressing inequities in the education system, such as funding disparities, teacher shortages in underserved areas, and access to educational resources, is also essential for ensuring that all children have an equal opportunity to succeed. Additionally, investing in community-based initiatives that provide mentorship, afterschool programs, and other positive supports can also help break the cycle of poverty and crime.

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