This problem based learning project investigated Missouri elementary administrator preparedness in leading literacy instruction. The most recent National Assessment of Educational Progress Report (NAEP), known as the "Nation's Report Card," showed in 2015 only 36 percent of fourth graders read at or above a proficient level (The National Assessment of Educational Progress, 2015). It is concerning nearly two-thirds of students are not considered proficient readers.

The project team gathered background knowledge including an extensive look at practices of grade retention and promotion as the team sought to better understand how students matriculate through the educational system and what criteria are set to determine student readiness. The problem identified was elementary administrators are not adequately prepared to be instructional leaders in the area of literacy.

Following a review of literature a survey was created to help answer three guiding questions: 1) Do Missouri elementary administrators include a literacy focus in their school improvement planning? 2) Are Missouri elementary administrators observing researched based literacy practices in elementary classrooms? 3) Do elementary administrators receive professional development to support teachers in the area of literacy? The survey was created using questions from a language arts survey, previously designed and used as part of a comprehensive curriculum audit, as a baseline. These questions were revised and edited to meet the needs of the team in gathering data.

The project revealed there are vast areas of discrepancies in the areas of literacy planning and literacy support. While most of the school improvement plans include a focus on literacy, only a quarter of the respondents reported regularly receiving professional development in the area of literacy as an administrator. Additionally, only 17% of the respondents reported having an undergraduate background in an area of literacy.

The findings of the project indicated there are many laws, policies, and plans in place intended to provide literacy support, but a lack of accountability has led to little or no implementation. Finally, the team provided several researched based recommendations for the reader to consider moving forward in assisting and supporting students in literacy development.