Oklahoma has consistently lingered toward the bottom of state rankings when it comes to reading comprehension with elementary-aged students. Some leaders have offered solutions, and we at the Oklahoma Institute for Child Advocacy (OICA) agree change is needed, so long as it’s done responsibly.

Last year, Senate Bill 362, the Strong Readers Act, changed policy for improving reading sufficiency, removing the “good-cause exemption” for students who do not demonstrate proficiency by the third grade.

Some support reinstating third grade retention, using Mississippi as an example. The so-called “Mississippi Miracle” refers to their significant improvement in metrics, particularly fourth grade reading comprehension, over the last decade. This turnaround is attributed to bold reforms like an early literacy law that emphasizes phonics and includes third-grade retention for students who cannot read at grade level.

Other contributing factors include using literacy coaches, mandating reading screenings, focusing on high expectations and student progress, and a necessity for providing opportunities to succeed all which cost money.

Mississippi has consistently been the poorest state in the United States for decades, and by a significant margin. It has the highest percentage of Americans living in poverty and places last or nearly last on a wide variety of metrics, to the point that the phrase, “Thank God for Mississippi,” is often used in other low-performing states as Mississippi usually spares them the shame of being dead last.

Mississippi decided that being a laughingstock was unacceptable, and they did many things right.

For Oklahoma, poor reading scores should be similarly unacceptable. If we want to see success with those young students who first must “learn to read” before they “read to learn,” then we need to do it the correct way long before third grade.

First, leaders must invest in the right priorities. Policies should not simply hold children back who are behind in third grade so fourth grade levels show improvement, falsely implying success. Those retained third graders did not go away; we simply tested fewer children by isolating those who lacked earlier reading support.

Holding back a third grader can cost the school district as much as $10,000 per year, according to Business Insider and the Education Commission of the States.

For reading comprehension, real solutions will not be found overnight, and in fact, doing it wrong will cost the state significantly more, both in dollars and long-term problems. For the child, the trauma associated with being held back will impact them for the rest of their lives, spelling out point-blank to them that they are a failure, not that the system failed them.

Retention also leads to increased dropout rates when the child cannot move forward. Students who cannot read proficiently by third grade are four times more likely to leave high school without a diploma according to a 2011 study by the Annie E. Casey Foundation.

Half the states and the District of Columbia have statewide reading initiatives requiring schools to retain students who do not read on grade level by the end of third grade; however, several states, like Michigan, have relaxed or suspended the retention provisions of their laws.

A study conducted last year found Michigan school districts spent about $2,600 per-studentper- year implementing a reading initiative, including interventions like tutoring and summer school for students at risk of being held back, and for those who did repeat a grade.

Policymakers must ensure funding is in place to support whatever policy they decide to enact. That includes having qualified educators in the classroom who understand reading fundamentals, such as phonics, rather than emergency certified teachers and semi-permanent substitutes, at these earlier grade levels.

OICA wholeheartedly supports and encourages policies which will aid young children with achieving an elevated level of reading comprehension. Let’s learn from the mistakes made by other states and do it in a way which elevates learning, not just test scores.

– The Oklahoma Institute for Child Advocacy was established in 1983 by a group of citizens seeking to create a strong advocacy network that would provide a voice for the needs of children and youth in Oklahoma, particularly those in the state’s care and those growing up amid poverty, violence, abuse and neglect, disparities, or other situations that put their lives and future at risk. Our mission statement: “Creating awareness, taking action and changing policy to improve the health, safety, and well-being of Oklahoma’s children.