Low-income students are less likely than children from more affluent households to read proficiently by the end of third grade, and that inability often results in students dropping out of high school, a report from the Annie E. Casey Foundation finds. The report, Early Warning Confirmed: A Research Update on Third-Grade Reading (35 pages, PDF), a follow up to the foundation's 2010 report Early Warning: Why Reading by the End of Third Grade Matters, found that 23 percent of children who do not read proficiently by the end of third grade, 22 percent of children who have lived in poverty for at least one year, and 26 percent of non-proficient readers who are also poor drop out of high school — compared with only 6 percent of proficient readers who have not lived in poverty. Factors that affect reading proficiency include school readiness, truancy and chronic absence, summer learning opportunities, family stressors, and exposure to high-quality teaching. To get more low-income children reading at grade level by the end of third grade, the report recommends exposing them to high-quality teaching in their homes, communities, and school settings; mobilizing communities to ensure that children are healthy and ready for school; and organizing formal and informal systems to provide child care and support services to low-income parents.