Reply to Are public schools everywhere in the US getting bad post-pandemic?

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[quote=Anonymous]No, not everywhere, OP.
Around here, states in the south get demeaned for their public schools.  Mississippi seems to be doing something right.

https://www.realcleareducation.com/articles/2023/06/26/mississippi_celebrates_major_educational_victory_110879.html#:~:text=According%20to%20the%202022%20National,reading%20and%20second%20in%20math.
[quote]It’s rare to see a comeback story as strong as that of Mississippi students.

According to the 2022 National Assessment of Educational Progress, Mississippi fourth-graders, when adjusted for demographics, are ranked as the nation’s top performers in reading and second in math. Mississippi’s dead-last ranking in the United States in overall education was once a familiar statistic, but recent test scores reveal the incredible new reality of academic prosperity for students in the state. Graduation rates have skyrocketed to about 10% higher than the national average. Most students, including those in poverty, have moved from being ranked at the bottom to placing somewhere near the middle.

Progress began after the 2013 passage of the Literacy-Based Promotion Act (LBPA), legislation that included provisions for the third-grade “reading gate,” requiring students to demonstrate reading proficiency in order to be promoted to the next grade. LBPA also included provisions for school choice, early childhood education, scholarships for dyslexic students, and teacher-education reforms. The genius behind this law comes from its ability to reach students when it counts and identifies K–3 students who need additional reading help as early as possible. Students not proficient in reading by the end of third grade are four times more likely to drop out of high school – and high school dropouts are not eligible for 90% of jobs in the U.S. economy.

The act’s implementation was a long march, which included hiring regional coordinators and school-based literacy coaches in the lowest-performing schools and prioritizing quality over quantity in hiring highly competent professionals. A Literacy Coaching Handbook was developed for coaches, K–3 teachers, administrators, and university faculty teaching early literacy. Coaches were required to train and pass an exam that equipped them with a core understanding of language structure and helped them gain instructional information to complement their teaching practices. Coaches followed up with teachers after the training to ensure the transfer of knowledge to practice. More than 14,000 teachers, principals, and higher education staff have since completed the literacy-foundation training.

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