In 2013, Mississippi’s fourth-grade reading scores placed them at 49th among all U.S. states, as recorded by the National Assessment of Educational Progress. This assessment is the longest-running national evaluation of American students’ skills in areas like reading and math. Remarkably, Mississippi jumped ten spots in 2019, reaching 29th place. In fact, last year they achieved 9th place nationally.
According to NAEP data, Black students in Mississippi ranked third in the nation for both reading and math, while Hispanic students took first in reading and second in math. Students in poverty also excelled, ranking first in reading and second in math nationally.
There’s a common refrain that “it’s not impossible to teach children, and it’s not very expensive,” highlighting the state’s educational transformation.
The report observes that Mississippi stands out as one of the few states whose NAEP scores have risen since 2013, unlike most states that have seen declines over the past decade.
Experts continue to investigate the reasons behind what’s often dubbed the “Mississippi Miracle.” Conservative commentator Rich Lowry points to state policies, particularly the Literacy Advancement Act of 2013, which emphasized phonics and set ambitious standards for students.
Noah Spencer, a researcher from the University of Toronto, analyzed a study that identified three critical elements of this act’s impact: enhancing educational quality, identifying and aiding students with reading difficulties, and implementing retention strategies for struggling third-graders who fail reading assessments. His findings indicate that initiatives that included teacher training, early assessments, and support for struggling readers led to significant increases in test scores for both reading and math.
Spencer noted: “The policy not only improved educational outcomes but showed that with the right measures, gains in standardized testing can be achieved.”
He stressed that such improvements have long-term implications for students, impacting their educational and income prospects significantly. Spencer observed that children who tend to score higher on tests at age 12 ultimately receive years more schooling by their early twenties.
Lowry remarked that states such as Alabama and Tennessee have also seen positive results from adopting similar methods. “While national reading proficiency rates are declining, Mississippi and other Southern states offer a glimmer of hope for students, especially those in the lowest-performing brackets,” he noted.
Education Secretary Linda McMahon commended Mississippi’s strategy, suggesting it represents a return to effective learning methods. She expressed that past initiatives weren’t successful, yet the current focus on the science of reading is proving beneficial.
Even though Mississippi’s progress is commendable, some lawmakers nationwide still seem hesitant to adopt similar reforms. For instance, the Michigan Democratic Party has rolled back related improvements, such as performance ranking systems and regulations regarding third-graders who struggle with literacy.
In contrast, Mississippi students performed well, with the average reading score of fourth-graders at 219, surpassing the national average of 214. In Michigan, however, the average score was 209, lower than that of 31 other states.
On November 13, 85% of Mississippi’s third-graders passed the mandatory reading exams needed for promotion to the fourth grade, marking a slight increase from the previous year.
The U.S. Department of Education highlighted that while Mississippi’s literacy increases may be viewed as miraculous, they are a direct result of local, effective innovations.
