By Summer Williams
Trinity Times Correspondent

When Destiny Jackson arrived at Trinity Washington University, she felt prepared for college-level reading and writing. The sophomore psychology major said English and reading had always been strengths for her, and her high school offered Advanced Placement English (AP English) courses, an early-college program and tutoring for students who needed additional support.

Because of that preparation, she said she felt “very prepared” when she came to Trinity.

Still, Jackson said the reading she does at Trinity is different from what she experienced in high school. Her psychology courses have different types of readings and a different curriculum, while some of her chemistry readings have been more difficult because the subject is not her favorite.

But what happens to students who do not take AP English or participate in early-college programs? 

Educational professionals note that while students such as Jackson can benefit from advanced academic opportunities, not every high school student has access to the same courses or programs. They say preparing students for college-level reading should involve not only advanced coursework but also support for students who may need to strengthen their foundational reading and writing skills.

Educators also emphasize that the transition from high school to college can be significant because college courses may require students to engage with and respond to increasingly complex material.

Jill Weiler, an English professor at Trinity Washington University who previously taught students in grades six through 12 in D.C., said reading and writing skills are important across subjects and in everyday life.

“Reading and writing, communicating, reading, writing, speaking, listening, and thinking are the foundation for every subject,” Weiler told Trinity Times. “So I don’t think you can do math well, or history well, or any other class if you don’t have strong reading and writing skills.”

Some students enter college without being fully prepared for the amount of complex reading required, Weiler said. 

“It’s not about the intelligence level,” she said. “It’s all about the preparation.” 

At Trinity, Weiler said courses such as CRS (Critical Reading Seminar) 101, CRS 102 and English 107 are intended to help students strengthen their college-level reading and writing skills. She said students who had extensive preparation in high school may enter Trinity already familiar with research papers, citation styles and other college expectations, while other students may need more support.

Weiler’s experience teaching in D.C. schools has also shown her that students’ skills can vary. She said she has seen improvement over the years, but she remembers having students who struggled with writing basics . 

“When I first got here, I had some students who didn’t use punctuation,” Weiler said.

The concern about preparation is part of a larger national discussion about students’ reading skills. The U.S. Department of Education has reported declines in reading performance among students in the United States, with many students struggling to reach reading proficiency. These results have raised concerns about how well students are prepared for the academic demands that come after high school.

The COVID-19 pandemic, changes in education and the growing use of artificial intelligence are among the factors discussed when examining changes in students’ academic skills. However, reading development can be influenced by many factors, including the support students receive in school, the opportunities available to them and what happens outside the classroom.

Data from the U.S. Department of Education’s National Center for Education Statistics shows that reading scores for high school seniors have declined over the years, reaching their lowest recorded levels in 2024. 

According to the results released in September 2025, only 35% of high school seniors performed at or above the proficient reading level, compared to 37% in 2019 and 40% in 1992. Meanwhile, 32% of students scored below the basic reading level, while approximately 33% performed at the basic level. The percentage of students scoring below basic increased from 20% in 1992 to 30% in 2019 and 32% in 2024. These results show a decline in reading achievement over time and raise concerns about whether students are graduating high school with the reading skills needed for college.

The books students encounter can also influence how they understand reading and the world around them. 

Deborah Menkart of Teaching for Change – a nonprofit organization that helps educators use diverse, inclusive, and social justice-focused teaching materials in the classroom – has discussed the importance of evaluating children’s books before they are introduced to students. 

Menkart has raised concerns about the availability of social justice and multicultural books and about the ways groups such as Africans and Native Americans can be represented in children’s literature.

Menkart’s perspective adds another part to the discussion of literacy preparation: Students need the skills to read, but they also benefit from access to literature that represents different experiences and encourages them to understand the world around them.

Weiler also believes strong literacy skills are important beyond the classroom. 

Reading and writing give people the ability to communicate, participate in their communities and advocate for themselves, she said. 

“It’s also being able to participate in making change in your local community and in your world and being able to advocate for yourself,” Weiler said. “I think words have power.”