In theory, I like policies like this—all students should be able to read at a certain level, barring a disability or early stage of English language acquisition. But in practice these thing have a way of dissolving. In Virginia, there is strong data showing that English learners are not making sufficient progress, but the measures used to determine school accreditation allow those alternate test scores to be very lax so schools can putter along. Schools with large numbers of failing students in reading still need to pass tests in science and social studies to meet accreditation, so no more time is allotted to giving students the reading interventions they so desperately need.

A policy like this might work if there were more time allotted for language arts instruction for those who do not pass, which also means hiring and training more teachers in specialized reading instruction. Kids who repeat third grade would need a specialized intensive reading curriculum.

This is slightly different but I taught in a state years ago where kids had to pass a state test one time in high school to get a diploma. The difference was the kid didn’t repeat classes after senior year (as long as they got a passing grade.). They just showed up to the school three times a year to retake the test until they passed. So there were 23 year olds just coming to take the test over and over. Eventually they stopped coming- they honesty just could not read and would never pass this test without tutoring or interventions.

Anonymous wrote:What is a RELA MCAP? Is that related to MAP test scores?

--clueless mom of MCPS 3rd grader

No, it isn't the MSA - not all students take that one.

It's the English Language Arts test all students are supposed to take every spring, starting in Grade 3. There are some sample tests here:

https://support.mdassessments.com/practice-tests/english

3rd grade will be a tough grade--big classes with a bunch of kids who are older. Teachers are not going to want to teach it.

I'm a kindergarten teacher in MD and it's nearly impossible now to hold back a student in kindergarten. We provide so many interventions starting in kindergarten but even kids who spend the entire year and only know 4 letter names and 3 sounds at the end of it are sent to first grade.

I sat down with the first grade teachers today to discuss something else and they wanted to talk about certain kids. I named every single kid on their list before they gave it to me. We basically ended up with Tier 4 interventions with these kids. I was providing one-on-one tutoring to many of them but they wouldn't test them and they wouldn't retain them. Now they are totally lost in first grade. They will either tune out (this is most of them) because they have no idea what's going on or become the class clown to detract attention from themselves. This will be their school trajectory throughout the years. Nobody listens to use until 2nd grade (at the earliest). By then, those kids know they are very behind and are embarrassed.

Anonymous wrote:https://marylandpublicschools.org/stateboard/Documents/2024/0827/Draft-Literacy-Policy-8-21-24-A.pdf

D. DEMONSTRATED READINESS FOR PROMOTION

1. Grade 3 students must demonstrate sufficient reading skills according to the State Board of
Education’s required performance level for promotion grade 4 (See MD Code, Education, § 7-
202. Minimum levels of reading ability) Screener results shall not be used for promotion
purposes. Students meeting promotion requirements shall demonstrate the following to be
promoted to grade 4:

a. Scoring above the required performance level of 735 on the grade 3 English language
arts assessment.

b. Scoring above the required performance level when given a reassessment opportunity.

Trophy diplomas for the trophy generation.

This is why we need differentiated classes with actual cutoffs and different diplomas that tacitly say what kind of education level was achieved and not just meaningless catch phrases on a diploma that are ambiguous. Maybe even call one level a diploma and another one a certificate of achievement.

Anonymous wrote:What percentage of Baltimore City public students will stay in third grade until they age out of school?

234%, using the math skills of a Baltimore public school student.

Anonymous wrote:What percentage of Baltimore City public students will stay in third grade until they age out of school?

Most of those kids have been chronically absent since they started school. You’re not going to learn much when you miss 50+ days of school every year.

What percentage of Baltimore City public students will stay in third grade until they age out of school?