At the same time that thousands of school districts nationwide are beginning to implement the Common Core State Standards in English/language arts, many also face new state reading policies for the early grades that call for the identification of struggling readers, require interventions to help them, and, in some instances, mandate the retention of 3rd graders who lack adequate reading skills. A number of states recently adopted such policies, many of which have echoes of a long-standing Florida measure for reading intervention and retention for those who lack adequate reading skills. In all, according to the Education Commission of the States, 32 states plus the District of Columbia now have statutes in place intended to improve reading proficiency by the end of 3rd grade.
Arizona tightens up a recently adopted policy for retaining 3rd graders who score “far below” their grade level on a state reading test, closing what advocates called a “loophole” that allowed parents to override the retention. The state policy calls on districts to provide one of several options to assist both retained students and struggling readers in earlier grades, including assignment to a different teacher for reading instruction, summer school, or other “intensive” help before, during, or after the school day.
Passed: 2012
Colorado is requiring schools—in partnership with parents—to craft individual plans for struggling readers to get them on track. For 3rd graders with significant reading deficiencies, the parent and teacher must meet and consider retention as an intervention strategy, but the final decision must be jointly agreed to and approved by the district. A special per-pupil fund was created to support specific reading interventions, such as summer school and after-school tutoring.
Passed: 2012
Connecticut instructs the state education agency to develop new K-3 reading assessments for districts to use in identifying struggling readers. It also mandates that K-3 teachers pass a reading assessment each year beginning in 2013. And it compels the state to devise an intensive program that includes “scientifically based” reading instruction, intensive reading-intervention strategies, summer school, and other features that will be offered for a limited number of schools to use.
Passed: 2012
Indiana identifies 3rd grade retention as a “last resort” for struggling readers. A state board of education policy says students who fail the state reading test at that grade would be retained, though technically, the state is only requiring that they be counted as 3rd graders for purposes of state testing. The policy allows for midyear promotions and has several good-cause exemptions. Districts must provide a daily reading block of at least 90 minutes to all students in grades K-3 and additional strategies and interventions for those identified as struggling readers.
Passed: 2010
Iowa requires 3rd graders with an identified “reading deficiency” either to attend an intensive summer reading program or be retained, except for those eligible for several good-cause exemptions. The law also requires, if state funds are appropriated, for districts to provide such students in grades K-3 with intensive instructional services and support to improve reading, including a minimum of 90 minutes of “scientific, research-based” reading instruction and other strategies identified by the district, such as small-group instruction, an extended school day, or tutoring and mentoring.
Passed: 2012
North Carolina schools must retain 3rd graders not reading on grade level, based on a state assessment, unless they meet one of several exemptions, including demonstration of proficiency through an alternative assessment or portfolio. Prior to retention, students must be provided summer reading camps and have one more chance to demonstrate proficiency. The measure also stipulates regular diagnostic assessments and early interventions for struggling readers beginning in kindergarten.
Passed: 2012 (overriding governor’s veto)
Ohio requires 3rd graders to meet a certain threshold on the state English/language arts test to advance to the 4th grade, but the law makes exceptions for some students. Districts must annually assess and identify students reading below grade level, and develop a reading improvement and monitoring plan for each pupil. Such students must receive at least 90 minutes of daily reading instruction and be taught by a “high-performing” teacher.
Passed: 2012
Oklahoma calls for schools to retain 3rd graders who score “unsatisfactory” on the state reading test, though they may qualify for several good-cause exemptions. The new policy calls for districts to offer a midyear promotion for 4th graders who show substantial improvement. The law also calls on districts to identify and provide extra reading support and instructional time for students in K-3 reading below grade level.
Passed: 2011
Virginia mandates that local districts provide reading-intervention services to 3rd graders who demonstrate deficiencies on a state reading test or other diagnostic assessment. The measure does not include any requirements for retention.
Passed: 2012
