Our History

Black Literacy Matters® was founded in response to a clear and persistent reality: far too many students—particularly Black students—have been historically denied access to effective, evidence-based literacy instruction, resulting in long-standing disparities in reading achievement across the United States.

The vision for Black Literacy Matters® began in 2020, under the leadership of Clarice L. Jackson, a longtime literacy advocate deeply engaged in local, state, and national literacy spaces. Through years of direct work with families, educators, and systems, Clarice observed a consistent and troubling pattern Black students were disproportionately represented among struggling readers, yet rarely centered in solutions rooted in instructional quality and accountability.

National data confirmed what was being seen in classrooms and communities. The National Assessment of Educational Progress (NAEP) has consistently documented significant gaps in reading proficiency across Nebraska, Virginia, Georgia, California, Texas, and nearly every state in the nation. In Nebraska, for example, only 14% of Black students demonstrate reading proficiency. Similar outcomes are seen nationwide, with most states reporting Black student reading proficiency rates between 10% and 20%. These results reflect a widespread and systemic pattern, not isolated circumstances, and persist regardless of geography, district size, or political climate.

These disparities are not a reflection of student capability. They are the result of unequal access to early literacy instruction, delayed intervention, inconsistent use of evidence-based practices, and limited dyslexia-informed supports.

While the data has long been available, sustained and coordinated efforts to address these challenges through structured, evidence-based literacy instruction have often been fragmented or insufficient. Black Literacy Matters® emerged to meet this gap not as a statement alone, but as a national instructional response.

The process of securing the Black Literacy Matters® trademark took more than two years and was intentional. It represented a commitment to protecting a mission focused on literacy outcomes, instructional excellence, and accountability, particularly for students who have been historically underserved.

The name Black Literacy Matters® acknowledges a historical truth: literacy access has never been evenly distributed, and the consequences of literacy denial continue to shape educational outcomes today across states and systems. Recognizing this history allows educators and leaders to better understand present-day instructional gaps and respond with research-aligned solutions that improve outcomes for all learners.

At the same time, Black Literacy Matters® is grounded in the understanding that strong literacy instruction benefits every student. By centering students who have been most impacted by instructional inequities, the strategies advanced through this work strengthen literacy systems across classrooms, schools, districts, and states.

At its core, Black Literacy Matters® is committed to:

  • Advancing evidence-based literacy instruction

  • Supporting educators through structured literacy and dyslexia-informed practices

  • Addressing persistent achievement gaps through instructional excellence

  • Ensuring students who struggle with reading are no longer overlooked, regardless of location

By focusing on literacy where the need has been greatest, Black Literacy Matters® works toward a broader goal: a future in which every student—across every state—has access to instruction that allows them to read proficiently, participate fully, and reach their potential.