Joseph MacKinnon "Mississippi has a winning approach to childhood literacy that other jurisdictions might want to adopt."
The U.S. Department of Education noted, "Mississippi’s literacy climb may be called 'miracle,' but it's really smart, local innovation at work."
"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.
"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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