Jarvis Wimbush, a vibrant kindergartener at Lincoln Elementary Magnet School, sits flipping through pages of his favorite book. His fingers trace each word as he confidently reads aloud, voice full of energy and pride. Remarkably, Jarvis had already mastered the fundamentals of reading by the time he left Pre-K, a testament to both his natural curiosity and the Dougherty County School System’s dedicated push to improve early literacy outcomes.

“Jarvis has always been interested in learning to read,” says his mother, Shanquetta Strong. “He started showing interest in letters and words really early on, even before Pre-K. The support he received in Pre-K from his teacher Mrs. Jackson and the para Mrs. Williams really stood out to me. They challenged him and I think that made a big difference and just took him to the next level. His teachers knew exactly how to tap into his love for learning, and by the time he moved to kindergarten, he was reading well above his level.”

Jarvis’s early success isn’t just a personal triumph—it’s a shining example of the strides DCSS is making in its mission to boost early literacy. The district has made early literacy its top priority as part of its strategic plan, recognizing that strong reading skills are foundational not only for academic success but also for long-term life outcomes. The journey toward improvement hasn’t been easy, but with deliberate, research-based interventions, DCSS is beginning to see meaningful results.

Across the U.S., early literacy rates are a persistent concern. Nationally, the average adult reads at a level between the 7th and 8th grades, and over half of adults struggle with texts written above an 8th-grade level. Literacy challenges are particularly pronounced in low-income communities, where socioeconomic barriers compound learning struggles. According to the National Center for Education Statistics (NCES), approximately 21% of U.S. adults perform at or below a 6th-grade reading level—a barrier that affects their ability to fully engage in society, the workforce, and even their children’s education.

In places like Dougherty County, where many families face economic challenges, addressing early literacy is even more critical. 

However, early literacy begins long before children step into a kindergarten classroom. The seeds of literacy are planted in early childhood, which is why access to high-quality Pre-K programs is so essential. DCSS recognized this need and has spent years pushing the state to expand Pre-K access in Dougherty County. A study commissioned by the district highlighted a troubling gap: a significant number of students who were eligible for Pre-K services were not receiving them, largely due to a lack of available slots.

For years, the district lobbied for an increase in the number of state-funded Pre-K classes, advocating for a solution that would give more young learners the opportunity to build foundational skills. Their persistence paid off, and in recent years, the state approved the expansion of Pre-K programs in the district. As of the 2024-2025 school year, DCSS has opened a second Pre-K site in east Albany, an area where demand for early childhood education has been particularly high.

Jarvis is just one of many students who have benefited from the district’s focus on Pre-K expansion. His mother, Shanquetta, is keenly aware of how this early start has shaped his love for reading. “Oh Pre-K was really important for him,” she says. “It was more than just the academic part too, they really helped him develop personally.”

The district has launched several initiatives to tackle these issues head-on, employing a multi-faceted approach. Central to this effort has been the adoption of the LETRS (Language Essentials for Teachers of Reading and Spelling) training program for educators. This training equips teachers with the knowledge and strategies to teach literacy effectively, focusing on phonics, vocabulary, and comprehension skills.

Alongside this curriculum shift, DCSS has hired dedicated literacy specialists to work alongside teachers in the classroom, ensuring that every child gets the support they need. Additional instructional time has been carved out during the school day for literacy, while after-school tutoring, enhanced Saturday school sessions, and a partnership with tutor.com offer extra layers of support for students who need it.

The results of these efforts are already beginning to show. Data from the 2022-2023 Georgia Milestones Assessment indicates that all DCSS elementary schools saw improvements in English-Language Arts (ELA) scores. In third grade—a critical milestone in early literacy development—the percentage of students scoring proficient or above exceeded pre-pandemic levels, surpassing the scores from 2019.

For DCSS, these gains are more than just numbers; they represent a growing confidence that the district’s efforts to close the literacy gap are paying off. This success is particularly encouraging given the challenges students have faced in recent years, from pandemic-related disruptions to the ongoing impact of poverty on learning.

Lincoln Elementary Magnet School, where Jarvis is enrolled, is among the schools reaping the rewards of these initiatives. Jarvis’s teacher, Mrs. Brown notes that his enthusiasm for reading has had a ripple effect in the classroom. “When students see one of their peers reading confidently, it motivates them to want to do the same,” she says. “Jarvis isn’t just thriving because of our curriculum—he’s inspiring others.”

But while the district celebrates these wins, the work is far from over. Dyer emphasizes that early literacy efforts must continue to evolve, especially as the district seeks to address broader disparities.

A particularly challenging obstacle is the “30 million word gap,” a concept introduced in a 1995 study by researchers Betty Hart and Todd Risley. The study found that by the age of 3, children from low-income families hear about 30 million fewer words than their wealthier peers, contributing to a gap in vocabulary development, cognitive skills, and academic preparedness. This disparity, in turn, can have long-term effects on literacy and educational success.

Jarvis’s mother, Shanquetta, can attest to the importance of this community effort. She’s been actively involved in her son’s education, buying him books since before he could walk and working closely with his teachers and ensuring that reading is a regular part of his daily routine at home. “I know how important it is for him to get this early foundation,” she says. “It’s going to open up so many doors for him later in life.”

DCSS knows that this kind of success needs to be replicated across the district, and the strategic plan is helping make that happen. As more students like Jarvis develop strong reading foundations, the district is hopeful that it can continue to close the literacy gap, ensuring that every child has the tools they need to succeed.