Sweeping Bill Advances in Senate, Aims to Help Struggling Readers
Indiana lawmakers are taking decisive action to tackle the issue of declining literacy rates in the state, especially among early elementary school students. A comprehensive bill, supported by Governor Eric Holcomb, Republicans in the House chamber, and the Indiana Department of Education, has advanced in the Senate. The proposed legislation includes a potential retention policy for third graders who fail to pass the state’s reading exam.
Last Resort Measure
State Senator Linda Rogers, the bill’s author, emphasized that retention is considered as a last resort after exhausting all other methods to support struggling readers. The aim is to provide students with the necessary interventions and assistance before considering retention.
Inspired by the “Mississippi Miracle”
Indiana drew inspiration from the success of Mississippi, which has seen significant improvements in literacy scores over the past decade. The state’s gains have been attributed to a third-grade retention policy, early intervention, and the application of the science of reading.
Reforming Reading Education in Indiana
Indiana, like many other states, implemented changes in how reading is taught to elementary school children last year. The state introduced a phonetic strategy known as the science of reading. However, the results have not been as promising as expected, with approximately 18% of third graders failing to pass Indiana’s reading test, IREAD-3, last year.
Current Policy and Proposed Changes
Under the current system, students who do not pass the reading test are not promoted. However, exemptions to this policy are widely applied, which has raised concerns among lawmakers. The proposed bill would require second-grade students to take the reading test as an early indicator of their progress. If they pass, they would not need to take it again in the third grade.
The legislation also outlines individualized support for struggling students and the provision of summer schooling for those who do not pass. Students who do not pass in the third grade would have the opportunity to attend summer school again and retake the test. If they still fail after three attempts, they would be held back from advancing to the fourth grade.
Exemptions and Assessment
While the bill allows exemptions from retention for English language learners and students with disabilities, it also establishes reading assessments for kindergartners to provide parents and teachers with a clear understanding of their progress.
Controversy and Opposition
Opponents of the bill, primarily Democratic lawmakers who are in the minority, argue that holding students back could strain school resources if third-grade classes are forced to grow. They also express concerns about the potential negative social and emotional effects of retention.
To address some of these concerns, a successful amendment authored by Democrats establishes an appeals process for parents who disagree with their child’s retention.
Views from Associations and Unions
The Indiana School Board Association testified in support of the bill, recognizing the need for intervention and improvement in literacy skills. However, the Indiana Parent Teacher Association testified against it, expressing reservations about the retention component.
The Indiana State Teacher Association, the state’s largest teacher’s union, has taken a neutral stance. While they support early intervention, they are apprehensive about the retention aspect.
A Bipartisan Priority
Improving elementary school children’s literacy skills has been a priority for lawmakers across party lines. While Democrats advocate for even earlier intervention in education, a bill filed by State Senator Fady Qaddoura seeking to lower the mandatory age for school enrollment and expand preschool voucher programs did not receive a committee hearing in the Republican-controlled legislature.
Indiana aims to reverse the decline in literacy rates and set a goal of having 95% of students pass IREAD-3 by 2027. The proposed retention policy, along with early intervention and targeted support, seeks to ensure that every child in the state has a strong foundation in reading and literacy.
