The Early Literacy Program focuses on the development of early literacy skills, with additional emphasis on intervention for students at risk of not meeting grade-based reading benchmarks. Districts and charter schools (LEAs) assess, and report to the state, students' reading composites and benchmarks three (3) times a year using the Acadience Reading (formerly DIBELS) assessment. The results of those assessments are reported in this report. The Utah State Board of Education (USBE) uses a Statewide Student Identifier (SSID) to accurately track each student. This allows for analysis of the short- and long-term effects of instruction. End of year assessments were not completed in SY 2020 due to the COVID-19 Pandemic soft school closures. As such, many of the charts in this report have been changed to show middle of year rather than end of year test results. Care should be taken in comparing previous year reports with the SY 2020 report. Pathways of Progress data is available as a measure of growth from beginning of year to middle of year, or from beginning of year to end of year. The Pathways of Progress data that is used for accountability and is normally included in this report is the change from beginning to end of year. Middle of year Pathways of Progress is included in this report on 2020 early literacy outcomes, but should not be compared with End of Year Pathways of Progress data included in accountability and previous reports. Chronic Absence was likely under identified in SY 2020 due to the COVID-19 pandemic soft school closures. This report presents: (1) Early Literacy Program; (2) Reading Benchmarks by Grade Level; (3) Reading Benchmarks over Time; (4) Pathways of Progress; and (5) Reading Benchmark by LEA. [For "2018-19 Early Literacy Report," see ED606102.]