In a recent update from the Maryland State Board of Education, President Joshua Michael announced that the board will not consider the adoption of a comprehensive statewide literacy policy until September. This decision extends the ongoing effort to standardize literacy instruction across the state.
Maryland's literacy instruction has historically varied by district, with some implementing the science of reading—a method that emphasizes phonics—and others opting for different techniques. In January, the board had resolved to adopt literacy instruction based on the science of reading starting the 2024-25 school year. This method draws on extensive research across various fields and demographics, highlighting the importance of phonics in reading education.
This move comes as part of a broader initiative inspired by Mississippi's success in drastically improving its literacy outcomes. Mississippi, previously ranked 48th in national reading scores, climbed significantly after revising its literacy programs in 2013. In contrast, Maryland has seen a decline from third to 41st in the same period.
At the board's latest meeting, interim superintendent Carey Wright, who led Mississippi's literacy improvements, presented an update on Maryland's literacy policy development. The policy draft she presented outlined strategies for curriculum adoption, student assessments, interventions for struggling readers, and measures for teacher support and parental involvement.
One of the policy's most debated components is the potential retention of students who are "severely below grade level" by third grade, a measure that has shown mixed results in other states. Board member Nick Greer expressed concerns about the disproportionate impact this could have on minority students, citing simulations based on state test scores.
Board members like Joan Mele-McCarthy and Susan Getty voiced skepticism about the effectiveness of retention in boosting student achievement, with Getty emphasizing the need to differentiate between the effects of retention and those of responsive educational practices.
The board is continuing to gather stakeholder feedback and refine the policy, emphasizing that the current draft is only the beginning of the process. The goal is to create a literacy framework that not only improves reading proficiency across the state but also addresses broader educational inequities.
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