Hamilton Southeastern Schools reports a record-setting performance on Indiana’s early literacy exam, with 96% of third-grade students passing the 2025 Indiana Reading Evaluation and Determination (IREAD) assessment. The result marks a two-point increase from last year and the district’s highest passing rate in five years.
Ten of the district’s 13 elementary schools met or surpassed the state’s 95% literacy target, double the number that reached the benchmark the previous year. In total, 1,497 third graders demonstrated proficient reading skills.
District officials said the gains were seen across all student groups. English Language Learners achieved their highest passing rate in four years, Exceptional Learners improved by 14 percentage points over last year, and students qualifying for free or reduced-price meals posted their best scores in four years.
Superintendent Pat Mapes credited the district’s teachers for the achievement, citing targeted literacy strategies, expanded professional development through the National Institute for Excellence in Teaching, and participation in the Indiana Literacy Cadre. Many teachers are also pursuing an Early Literacy Endorsement.
The results follow recently released ILEARN scores that showed growth in reading comprehension, writing, and communication skills for students in grades 3–8. District leaders say the combined results reflect a strategic focus on literacy as the foundation for student success.
Indiana House Speaker Todd Huston, with his district including the eastern part of Fishers, issued a statement commending state educators for achievements statewide. According to Speaker Huston’s office, in the most recent National Assessment of Educational Progress rankings, Indiana jumped to sixth in the nation for both fourth and eighth grade reading.
“I’m thrilled to see our students making strong, consistent progress in reading,” Speaker Huston said in a statement released Wednesday. “This significant increase helps ensure Indiana’s kids are on track for success and is exactly what we hoped to see following targeted policies and support to prioritize literacy in the classroom.”