Abstract This study examined reading level progression among elementary students using Comprehensive Reading and Language Arts (CRLA) assessment data from 15 schools during the 2024-2025 academic year. A longitudinal descriptive analysis compared Beginning of School Year (BOSY) and End of School Year (EOSY) reading proficiency distributions across Grade 1, Grade 2, Grade 3 Filipino, and Grade 3 English. The research employed systematic data collection from 9,348 students across participating schools to analyze progression patterns through five reading levels: Low Emerging (LE), High Emerging (HE), Developing Readers (DR), Transitioning Readers (TR), and Grade Ready (GR). Results demonstrated substantial improvements across all grade levels, with Grade Ready students increasing from 12.7% to 89.7% in Grade 1 (77.0 percentage points), 26.8% to 119.4% in Grade 2 (92.6 percentage points), 33.7% to 117.3% in Grade 3 Filipino (83.6 percentage points), and 65.1% to 131.3% in Grade 3 English (66.2 percentage points). Low Emerging students decreased across all grades, while significant progression was observed from Transitioning Readers to Grade Ready levels. Student count analysis revealed that 4,812 students advanced to Grade Ready status across all grade levels, with 1,166 Grade 1 students, 1,390 Grade 2 students, 1,256 Grade 3 Filipino students, and 1,000 Grade 3 English students achieving grade-level expectations. La Paz Elementary School, Nemesio I. Yabut Elementary School, and Hen Pio Del Pilar Elementary School demonstrated exceptional improvement rates exceeding 100% in multiple grade levels. These findings indicate effective reading instruction practices and successful implementation of literacy interventions across the elementary education system, providing evidence for sequential reading development patterns and identifying high-performing schools for best practice replication.
Casingal et al. (Tue,) studied this question.