Mississippi ‘miracle’ catapults 4th-grade reading scores from bottom into top 10 by getting back to phonics

In 2013, Mississippi ranked 49th out of the 50 U.S. states in grade four reading achievement on the National Assessment of Educational Progress — the largest continuing national assessment of American students’ knowledge and capability in math, reading, science, and writing.

In what has repeatedly been dubbed a “miracle,” the state made its way up the list — to 29th in 2019 and then 10 spots higher to ninth place nationally for reading scores last year.

According to the NAEP, black students in Mississippi ranked third nationally last year among their cohort for reading and math scores; Hispanic students in the state ranked first in the nation for reading and second for math scores; and poor students in the Magnolia State ranked first for reading and second for math scores nationally.

‘No, it’s not impossible to teach children, and no, it’s not very costly.’

The assessment noted that “Mississippi is one of only a few states with improved NAEP scores since 2013. In most states, NAEP scores have been falling over the past decade.”

While there have been numerous attempts to explain Mississippi’s success, it appears the “Mississippi miracle” is attributable ultimately to the state’s 2013 Literacy-Based Promotion Act, which conservative commentator Rich Lowry recently noted effectively came down to adopting phonics and setting high standards for students.

Noah Spencer, a researcher at the University of Toronto’s economics department, analyzed the impact of the LBPA — the three pillars of which are improving teaching, identifying and helping kids with reading deficiencies, and holding back third-graders who can’t hack it on an end-of-year reading assessment — in a study published last year in the Economics of Education Review. Spencer found that:

the policy, which included investments in teacher training and coaching, early screening for and targeted assistance to struggling readers, and retention for deficient readers, increased both grade 4 reading and math test scores on a national assessment by 0.14 and 0.18 [standard deviations], respectively, for students with any amount of exposure to the policy, and by 0.23 and 0.29 SDs for students with K-3 exposure to the policy.

Spencer stressed the significance of these increases, citing previous research that found “that ‘children with test scores that are one standard deviation higher at age 12 report 1-2 more years of schooling by age 22’ in the lower- and middle-income countries they study.”

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Linda McMahon. Tom Williams/CQ-Roll Call Inc. via Getty Images

“While these estimates likely do not apply precisely to Mississippi’s context, it does seem reasonable to suggest that, given the LBPA’s sizable effects on test scores for children exposed from kindergarten to grade 3, it may also increase earnings for exposed cohorts in the future,” wrote Spencer. “The impressive effects of this policy change should be noted by policymakers in other jurisdictions.”

Lowry echoed this sentiment, noting that Alabama, Louisiana, and Tennessee, which have employed similar strategies, have also made gains.

“With reading scores nationally sliding the wrong way, especially for the bottom 10% of students, Mississippi and the other Southern states offer a beacon of hope,” wrote Lowry. “Their example shows that, no, it’s not impossible to teach children, and no, it’s not very costly. It’s a good sign that even California just passed a phonics bill.”

‘It’s really smart, local innovation at work.’

U.S. Secretary of Education Linda McMahon has extolled the approach taken in Mississippi, telling the New York Post in September, “What I’m seeing now is a great return to classical learning.”

“We’ve tried a lot of things, you know — No Child Left Behind and Race to the Top — and I believe they were done with the best of intentions, but they were not successful,” said McMahon. “But what we have clearly seen is the science of reading is successful.”

Despite the noted success of the LBPA in Mississippi, some lawmakers around the country still haven’t taken the hint.

Democrats in Michigan, for instance, reportedly repealed similar reforms, eliminating, for instance, an A-F grade-ranking system for every public school in the state and scrapping the requirement that illiterate third-graders get held back.

Whereas last year, the average score of fourth-grade students in Mississippi for reading was 219/500 — higher than the national average score of 214 — the average score in Michigan was 209, which was lower than scores in 31 other states and jurisdictions.

The Mississippi Department of Education announced on Nov. 13 that 85% of the Magnolia State’s third-graders passed the reading assignment required to transition to grade four, a 1-percentage-point increase over last year.

The U.S. Department of Education noted, “Mississippi’s literacy climb may be called ‘miracle,’ but it’s really smart, local innovation at work.”

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