Last week, the state House of Representatives passed a new literacy bill designed to help students achieve proficient scores in English Language Arts (ELA) on third-grade state assessment tests by the time they enter the fourth grade.
But the bill comes with a caveat that if a student is not at a proficient reading level, they could be held back and have to repeat third grade.
According to state Rep. Brad Jacobsen (R-Oxford), the new bill, which was introduced by Rep. Amanda Price (R-Park), ‘amends the Revised School Code to create an early literacy system to provide educators and parents with the means by which to monitor the progress of students reading proficiency in grades K-3.?
Jacobsen was one of the 57 ‘yes? votes over the 48 ‘nay? votes.
‘It’s a really big item to (Rep. Price),? said Jacobsen, noting that Price chairs the education committee. ‘She is a voracious reader. She’s great advocate for our students.?
In order to help third-graders reach that proficient level, Jacobsen said the bill includes five key elements: ‘One ? regular screenings to identify students who have reading deficiencies. Two ? intervention programs and the use of specialized school personnel to address students? individual reading deficiencies. Three ? additional time dedicated to reading. Four ? additional targeted professional development in reading strategies for teachers. And five ? a ‘read at home? plan for parents and other caretakers to ensure they have the resources necessary to give their child the supplemental support they need to become proficient readers.?
Currently the Department of Education considers 62 percent to be proficient on state standardized tests.
‘Michigan is 40th nationwide in reading skills. That’s not good,? Jacobsen said. ‘The numbers we found on the state website for our local school students entering the fourth grade in the fall of 2014 (were) Lake Orion at 89.9 percent proficient, Oxford at 77.2 and Brandon at 64.9 proficient.?
Jacobsen noted they have received very little support from the education community publicly.
‘There is big concern about the stigma that the students may feel about being held back,? he added. ‘Although many of the educators I talk to (off the record), who don’t want stick their necks out verbally, say that the earlier intervention is better. And that there is virtually no stigma that the students notice, other than they have different classmates, if you get them either before fourth or fifth grade. But as you get older, the influence becomes more noticeable.?
As far as the retention side of the bill, Jacobsen said it’s ‘watered down? compared to the previous bill Price put forth last year, which only passed the House.
‘The previous legislation basically said cut and dry ‘if you are not up to proficiency as you enter the fourth grade, you are held back,? period. That was it,? he said. ?(The new bill) gives more options for school district and the parents to have more flexibility in what would happen if they weren’t proficient.?
For example, Jacobsen explained if a student was at a second-grade reading level, they could still advance to fourth grade, but they would need extra help in learning their reading skills.
‘If you are good in all your other classes, you’re good in science, math, etc. and only in reading, you’re behind, you still get advanced,? he said. ‘But you need to get extra services to help bring your reading up to snuff.?
However, if parents and school administrators are all in agreement that a student should be held back, Jacobsen said, ‘It will happen.?
‘If the parents are vehemently opposed to it, they probably won’t be held back,? he explained. ‘There is enough leeway that if there really (are) serious concerns . . . there is a way to let them pass.?
He also said there is leeway given to students with special needs who have IEP (Individualized Education Program) or English is their second language.
‘The argument with (the) education community is ‘leave us alone, we’re the experts, we know what to do,?? Jacobsen said. ‘The question is when (are you going to fix it) and how long (do we wait)??
Jacobsen said they understand school districts are under a lot of stress and many ask for more money, which he doesn’t believe is the answer.
‘People have been throwing money at education for years,? he said. ‘There is a whole lot more to it than that.?
The bill, if passed by the Senate and signed by the governor, would go into effect in the 2017-18 school year, which would be the first group of students that could be potentially held back. ‘Really the key thing for me is to get the students remediation help, so we’re not passing kids out of high school that can’t read,? Jacobsen added.
Superintendent’s reaction
Oxford Superintendent Tim Throne agrees school districts, including Oxford, need to do a better job helping students become proficient readers in the early years of their education.
‘Kindergarten to third-grade, you’re learning to read. For the rest of your life, you’re reading to learn,? he said, noting that his issue isn’t with the intention of the bill. ‘Should we and do we want all third-grade reading at the appropriate level by the time they leave third grade? Absolutely! But just because a bill has good intentions doesn’t mean it (doesn’t have) bad consequences.?
Throne said he would like to see one concrete, research-based piece of data that shows retention of a student is a good thing and will increase the student’s reading level.
‘Anytime, philosophically, in my mind, that you are negatively impacting a student, it’s not good legislation,? he added. ‘I don’t care if there 99 other things that are good about it. If there is one piece that is bad for that kid, I don’t want it.?
Throne believes if the state is going to hand out consequences for students not being proficient in reading by fourth grade, then the consequence needs to given to the district, not the student. And the best way to do that in his mind is to hit a district where it counts ? funding.
‘If it was me writing the bill, I wouldn’t demand that every third-grader be retained,? he said. ‘I would say at the state level, ‘you’re not going to get funding for that kid until they are up to their appropriate reading level.??
‘Now, the kid goes to fourth grade like he or she is supposed to, they stay with their peers, you don’t have any of the other social, emotional issues (that come with being retained),? Throne continued. ‘And guess what? We’re still held accountable to getting that kid up to the appropriate reading level otherwise we’re not getting a dollar for that kid. That’s what the state should have done, but instead they make the kid pay the penalty.?
It is also is Throne’s ‘conservative philosophical viewpoint? that the state shouldn’t be telling local districts how to do their job, but control should be at the local level because the district is the one that has the most contact with parents, students and the community.
‘Once this bill goes into effect is Representative Jacobsen or any other representative going have office hours every day 8-5, so parents can come in and talk to them about reading and what’s happening and what’s going on? Nope. (The parents, students and community) are going to be walking in here, so put the responsibility and onus here where it belongs,? he said. ‘Don’t try and create legislative measures to get me to do my job. Tell me what it is you want me to do, put a consequence in there and I’ll make sure it gets done.?
‘Do I understand the state wanting a better return on their investment for their educational dollars they’re spending? I do,? Throne continued. ‘I just think there are smarter ways of going about it to get those results than to tell a kid you’re mandatorily going to be held back in the third grade because you’re not reading at a high enough level. I don’t think that’s good for anybody.?