Over the past two years, IDA Ontario has been conducting research looking more deeply at the publicly reported EQAO scores. Specifically, we wanted to know the extent to which the use of assistive technology and scribing has affected the publicly reported reading scores, and how the rates of accommodation have changed over time. While we advocate strongly for students with dyslexia to have access to assistive technology and scribing in class and for testing, we are concerned that when the use of these accommodations on the EQAO reading test is not publicly reported, the true extent to which children are struggling to learn to read when taught using our current curriculum may be under-appreciated. EQAO has reported a steady increase in the grade 3 and 6 reading scores over the past 15 years. This narrative of improvement has lead to complacency and a reluctance by the Ministry of Education to move forward and adopt a new evidence-based literacy curriculum and policies related to assessment and early intervention. Our new report takes a deeper look at the EQAO data over the past 15 years has uncovered troubling trends.