The Maryland State Department of Education (MSDE) is seeking feedback from the public on a new Draft Literacy Policy that aims to improve reading learning outcomes for students through multiple avenues, potentially including mandatory retention at the third grade level.
“This initiative aims to enhance data-driven literacy standards and practices across the state,” State Superintendent of Schools Dr. Carey M. Wright said in a press release. “Feedback from educators, families and community members is crucial in shaping this policy to best meet the needs of our students.”
The draft policy, which will be presented during the State Board of Education meeting on July 23, emphasizes improving early reading proficiency. In their rationale for the policy, MSDE wrote that research shows that children who do not read proficiently by third grade are four times more likely to drop out of school; these numbers are even worse for students living in poverty.
The proposed changes come as Maryland seeks to enter the top 10 in the nation on the National Assessment of Education Progress (NAEP), a goal the state hopes to achieve by 2027. Maryland currently ranks 40th.
The draft policy includes some aggressive measures such as the mandatory retention for students who do not reach a sufficient reading level by the end of third grade. If the state adopts the policy, Maryland would join several other states with third grade retention policies.
The proposal outlines several other steps that schools can take before mandatory retention, including a Student Reading Improvement Plan (SRIP), parent/guardian notification, professional teaching requirements, before and after-school intervention and more. The intervention plan proposed in the draft policy would begin as early as kindergarten, aiming to provide support for children who may have fallen behind in reading.
There are also certain students who could be exempt from mandatory retention under the draft policy. This includes students that schools have already held back and students with learning disabilities who have an individualized education program (IEP).
The Office of Teaching and Learning and the Literacy Programs and Initiatives Branch drafted the policy and the planned measures to increase reading proficiency and success. National policy organizations also provided support.
Members of the public can respond to the Draft Literacy Policy Feedback Survey until July 19, four days before the Board presents the policy.
