There is established an act prohibiting social promotion to be known as the “Literacy-Based Promotion Act,” the purpose of which is to improve the reading skills of Kindergarten and First- through Third-Grade students enrolled in the public schools so that every student completing the Third Grade is able to read at or above grade level. […]
A Third-Grade student who does not meet the academic requirements for promotion to the Fourth Grade may be promoted by the school district only for good cause. Good cause exemptions for promotion are limited to the following students: Limited English proficient students who have had less than two (2) years of instruction in an English […]
Beginning in the 2014-2015 school year, each school district shall take the following actions for retained Third-Grade students: Provide Third-Grade students who are not promoted with intensive instructional services, progress monitoring measures, and supports to remediate the identified areas of reading deficiency, as outlined in the student’s individual reading plan, including a minimum of ninety […]
Each district may provide, where applicable, an intensive acceleration class for any student retained in Grade 3 who was previously retained in Kindergarten or Grades 1 through 3. The focus of the intensive acceleration class should be to increase a student’s reading level at least two (2) grade levels in one (1) school year. The […]
Within thirty (30) days of final State Board of Education approval of state accountability results, the school board of each school district must publish, in a newspaper having a general circulation within the school district, and report to the State Board of Education and the Mississippi Reading Panel the following information relating to the preceding […]
The State Board of Education shall adopt such policies, rules and regulations as may be necessary for the implementation of this chapter. The State Department of Education shall provide such technical assistance and training of teachers/administrators as may be needed to aid local school districts in administering the provisions of this chapter. Each local school […]
The provisions of this chapter which include components necessary to provide for teacher training, instructional materials, remedial education training and administration of an intensive literacy curriculum shall be subject to legislative appropriation.
Immediately upon the determination of a reading deficiency, and subsequently with each quarterly progress report until the deficiency is remediated, the parent or legal guardian of a Kindergarten or First-, Second- or Third-Grade student who exhibits a substantial deficiency in reading must be notified in writing by the student’s teacher of the following: That the […]
The State Department of Education shall establish a Mississippi Reading Panel to collaborate with the State Department of Education in recommending appropriate equitable alternative standardized assessments and cut scores to be used to determine promotion to the Fourth Grade of those Third-Grade students who did not score at the required achievement level on the state […]
The State Department of Education shall: Select schools most in need for the reading intervention program and create criteria for selection for participation based on number and percentages of students scoring in the lowest two (2) achievement levels on state-adopted yearly reading assessments, screening results, and other relevant data; Assign a supervisory position within each […]
A public school student may not be assigned a grade level based solely on the student’s age or any other factors that constitute social promotion. Beginning in the 2014-2015 school year, if a student’s reading deficiency is not remedied by the end of the student’s Third-Grade year, as demonstrated by the student scoring at the […]
