As I traverse Mississippi during the Walk Across America campaign, aimed at revitalizing the fortunes of Chicago’s South Side, I witness something remarkable. Often dismissed as backward, Mississippi has transformed its schools into engines of hope. Children here are no longer stuck in failing systems; they are now advancing towards brighter futures. Meanwhile, on Chicago’s South Side, the schools continue to let down our youth. This stark contrast raises some tough questions. If Mississippi can achieve such significant progress, why do cities like Chicago, which have so many more resources, still struggle to support our children?
The idea that the South is unenlightened while the North excels is quickly becoming outdated.
Mississippi’s educational turnaround, often referred to as the “Mississippi Miracle,” didn’t just happen. Back in 2013, the state ranked almost last for fourth graders’ reading proficiency. Fast forward to 2024, and they have moved up to 9th in reading and 16th in math nationally. When adjusting for demographics and poverty, Mississippi’s fourth graders actually top the charts in reading and math, as highlighted by the Urban Institute. They’ve achieved unprecedented numbers of students hitting proficient or advanced levels across various grades and subjects. Remarkably, Mississippi students have even topped the national average in fourth-grade reading. Notably, Black fourth graders ranked third in the nation in both subjects, while low-income and Hispanic students also performed impressively.
The foundation of Mississippi’s educational success? The Advancing Literacy Act of 2013 required research-based phonics instruction, early identification of struggling students, literacy coaching, and mandated retention for those who can’t read at grade level by the end of third grade.
“You can’t wait for your broken system to repair itself. At Chicago’s Project HOOD, we aim to develop a model that equips children with skills, beliefs, and opportunities. Mississippi demonstrates that it’s achievable when properly prioritized.”
Former State Superintendent Dr. Carrie Wright highlighted the deliberate nature of this transformation, stating, “Educators don’t label these accomplishments as ‘miracles,’ because Mississippi’s progress is a direct result of robust policies, effective statewide strategies, and years of effort at all levels.”
Mississippi’s Governor Tate Reeves lauded the ongoing advancements, pointing out that conservative reforms and an emphasis on phonics have made the state a national exemplar. For the upcoming 2024-2025 school year, while the State Accountability Ratings slightly dipped, 80.1% of schools and 87.2% of districts still received grades of C or above. Long-term trends indicate the significant outcomes possible through evidence-based reforms, even in regions with significant poverty.
In sharp contrast, Dulles Elementary in Chicago’s Woodlawn neighborhood, where I work, paints a far less optimistic picture. This school serves mainly Black and low-income students from pre-kindergarten through eighth grade and ranks in the bottom 50% of Illinois elementary schools. Current statistics reveal that merely 1% to 5% of students score at proficiency levels in math and only 3% in reading on state tests. For the 2024-25 school year, just 3.9% of students reached proficiency in math, and 13.8% in English language arts, significantly below both Chicago Public Schools averages and state averages. Chronic absenteeism is also rampant, with rates often between 25% and 40%, indicating widespread struggles across student demographics. While Illinois’s grading system rates it as “commendable,” the stark reality is that far too many children are leaving school without essential skills.
That’s why Project HOOD is developing a Leadership and Economic Opportunity Center just down the street from this elementary school. This $45 million center will feature a private Christian school for boys from single-parent households. We’re committed to learning from Mississippi’s achievements to implement a similar model in our schools. The urgency I feel to change these circumstances is overwhelming. Waiting for a broken system to fix itself is not an option. We will strive to create frameworks to empower children with necessary skills, beliefs, and opportunities. Mississippi has shown that it is achievable when priorities are properly aligned.
The difference between Mississippi and Chicago is so dramatic that one could almost call the situation in Chicago criminal—almost like illegal education. Mississippi’s achievements stem from clear standards, teacher retraining in reading sciences, accountability through grading, and the resolve to hold students back until they grasp the fundamentals—initiatives grounded in effectiveness rather than ideology. Meanwhile, despite ample funding and talent, Chicago remains bogged down by bureaucracy, diversity, equity, and inclusion mandates, resistance to proven practices, and justifications tied to poverty. It’s exacerbated by Mayor Brandon Johnson’s focus on attacking perceived white supremacy rather than addressing the actual academic failures directly.
That’s what true backwardness looks like, not in the South, which has demonstrated a commitment to valuing evidence over excuses. The roads in Mississippi convey a straightforward message: with bold policies, dedication, and faith in children’s potential, we have the power to alter the cycle of low expectations everywhere.
Mississippi serves as clear evidence of this. Chicago has the capability to follow suit. Project HOOD is ready to take the lead.
