Dylan Sharkey from the Illinois Policy Institute discusses alarming reading proficiency results among Illinois third graders, tracing the impact of COVID-era remote learning and chronic absenteeism. Only about half of students are reading at grade level, with some schools showing nearly universal non-proficiency. Sharkey emphasizes the need for early identification of reading deficiencies, parental involvement, and accountability for schools, highlighting the long-term consequences of moving students forward without addressing foundational learning gaps.