A new analysis from the Kentucky Reading Research Center highlights the positive impact of Lexia® LETRS® professional learning on student reading outcomes across the state. Since its launch through the Kentucky Reading Academies, more than 7,000 K–5 educators and administrators have participated in the no-cost LETRS training designed to strengthen literacy instruction.
Drawing on data from 574 elementary schools across 135 districts between the 2021–2022 and 2024–2025 school years, the study examined how LETRS participation relates to performance on the Kentucky Summative Assessment (KSA). Using multiple analytical approaches—including regression modeling, group comparisons, and Difference-in-Differences analysis—the findings consistently point to one clear outcome: schools with more LETRS-trained teachers see stronger gains in student reading proficiency.
Key takeaways:
- Stronger proficiency rates: Schools with higher percentages of LETRS-trained teachers had significantly more students reaching the “Proficient” level in reading.
- Faster growth in high-implementation schools: Schools above the average level of LETRS participation saw a 4.26% increase in proficient readers, compared to 2.90% in schools below the average.
- Consistent evidence across models: Statistical analyses confirmed a significant positive effect of LETRS training on proficiency outcomes.
- Declines in lower performance levels: Schools with more trained teachers also experienced larger decreases in “Novice” readers.
- Limited administrator effect: While administrator training showed some positive trends, it was not a statistically significant factor in improving outcomes.
The study suggests that the benefits of LETRS are driven primarily by classroom instruction, where trained teachers directly apply evidence-based literacy practices. While leadership support remains important, its measurable impact requires further investigation.
Implications for policy and practice:
The findings reinforce the value of expanding access to LETRS training as a strategy to improve literacy outcomes statewide. Many schools and districts still have little to no participation, presenting an opportunity for targeted investment. Future research will aim to better understand how classroom-level implementation of LETRS strategies translates into student success.
Overall, the analysis provides encouraging evidence that strengthening teacher knowledge through LETRS can help move more Kentucky students toward reading proficiency—and narrow long-standing literacy gaps.
