A Quiet Crisis in the Midst of Loud Applause

Doc Holbrook and her KCSD team at high school graduation—celebrating our students’ achievements while reflecting on the deeper promise of readiness, opportunity, and literacy for all.

There’s nothing quite like the energy of a high school graduation ceremony. The sound of names echoing, the rustle of gowns, the flash of cameras capturing proud, tearful smiles. Families cheer as their children cross the stage, a diploma in hand, a future wide open. It’s a moment filled with promise, celebration, and hope, the culmination of thirteen years of schooling and the beginning of whatever comes next. But behind the applause and the photo ops, there’s a quieter truth we don’t always talk about.

High School Graduation and the Urgency of Literacy

This past Friday, I had the privilege of attending our high school graduation ceremony, a moment that never fails to stir emotion. The stadium was filled with cheers, proud families, and the unmistakable buzz of possibility. Graduation is meant to symbolize achievement and readiness. It’s a powerful rite of passage, and as I watched each student cross the stage, I was reminded of my own graduation day: the nervous excitement, the open-ended dreams, the feeling that anything was possible.

But as I sat there, now an educator and a parent, I found myself thinking more critically about what that diploma truly represents. I was lucky. I had two college-educated parents who guided me, the financial support to continue my education, and, most crucially, the literacy skills that allowed me to navigate college, work, and life with confidence.

Watching our students accept their diplomas, I couldn’t help but wonder: How many students are truly equipped for what comes next? How many have mastered the reading and writing skills that will determine their ability to succeed, not just in higher education, but in everyday life?

Graduation is a celebration. But it’s also a promise. And when students leave our schools without the foundational literacy skills they need, that promise is broken. Earlier this year in Connecticut, a young woman filed a lawsuit against her school district after graduating with honors—despite being unable to read more than one-syllable words. Her story is heartbreaking, but it’s not unique.

Let me know if you'd like the next paragraph to transition into data, a policy message, or a personal call to action.

The Literacy Crisis

According to the most recent NAEP (National Assessment of Educational Progress) data, only 31% of eighth-grade students read at or above a proficient level nationwide. Meanwhile, high school graduation rates have been steadily climbing. In many cases, this increase is due to credit recovery programs, expanded graduation pathways, and lowered standards. But rising diplomas do not always reflect rising academic readiness.

Many colleges are reporting that incoming students lack the literacy skills required for entry-level coursework. Instead of jumping into college academics, many students are placed in remedial classes, delaying their progress and diminishing their confidence.

This growing gap between graduation and literacy rates raises an important question: Are we graduating students who are truly prepared or simply moving them along?

What Can We Do?

Early intervention is critical. We need to identify and support struggling readers in the early grades before the gap widens. But intervention alone is not enough. We need to equip teachers with the tools and knowledge to be reading diagnosticians. They must be able to assess, analyze, and respond with targeted instruction. This requires training, time, and collaboration.

We know that retraining an entire teaching force is no small task. Finding time, funding, and substitute coverage for professional learning can be overwhelming. Systems often get in the way of the change we need. But we cannot let those barriers become excuses. We can start small.

Start Small, Grow Strong

In our district, we are taking steps forward. This summer, we are partnering with SUNY New Paltz to run a Reading Clinic for rising 9th graders. This is one way we’re working to bridge the gap by offering targeted, research-based reading instruction to students before they enter high school. Change doesn’t have to happen all at once. Start small. Create opportunities for teachers to learn from each other. Use existing staff to lead professional learning. Build momentum by growing your own teacher leaders. One step at a time, we can build the capacity needed to ensure every student learns to read.

The Power of Collaboration

The challenges we face are real, but so is our collective power to overcome them. School improvement doesn’t happen in isolation. It takes collaboration among teachers, administrators, families, universities, and communities. When we work together, we can align our efforts, share what works, and stay focused on what matters most: giving every student the literacy skills they need to thrive.

Let’s make the promise of graduation mean something more. Let’s make it a promise of literacy, of readiness, and of real opportunity.

Doc Holbrook, proudly graduating with her doctorate from the University of Florida this past May—honoring years of research, reflection, and commitment to literacy leadership.

See you next Sunday!

Want posts like this sent straight to your inbox? Join our mailing list at