Education Hearing, LB 1050

My Views Are My Own

By Lisa Schonhoff, Ed.S.

1/27/2026

As a veteran educator with 25 years dedicated to studying and implementing best practices in reading instruction, I am encouraged by the ongoing focus among lawmakers on early literacy. Literacy remains the cornerstone of a productive society, equipping individuals to thrive academically, professionally, and civically.

In Nebraska, where reading proficiency rates have continued to decline in recent years—mirroring national trends—urgent action is needed. Currently, 36 states are outperforming Nebraska on the fourth-grade reading assessment according to NAEP; 16 of the 23 states that currently have third grade retention policies in place are outperforming Nebraska on their fourth-grade literacy scores according to the NAEP website. 

One standout example is Mississippi, whose dramatic turnaround—often called the "Mississippi Miracle"—has drawn national attention. From ranking near the bottom in fourth grade reading on the NAEP in 2013, Mississippi has risen significantly, with fourth graders ranking 9th nationally in reading in recent NAEP results (2024 data) and showing the highest gains since 2013. The state also achieved its highest-ever overall education ranking (16th nationally) in 2025. 

After meeting with the Mississippi Department of Education, I learned that the key driver behind this progress is the Literacy-Based Promotion Act (LBPA), enacted in 2013 and strengthened in subsequent years. This law requires third graders to demonstrate proficiency on the state's English Language Arts assessment (MAAP) to advance to fourth grade, with good cause exemptions available for qualifying circumstances (e.g., certain disabilities or prior retentions). Students who do not meet the threshold receive intensive, evidence-based interventions and an individualized reading plan, and they may repeat third grade if needed. Importantly, Mississippi emphasizes prevention and early intervention rather than retention as the primary goal.

A critical component is mandatory universal screening: State statute requires early literacy screeners administered three times per year in kindergarten through third grade. These assessments identify reading difficulties early, enabling targeted support before students fall further behind. The focus remains on building foundational skills in the primary grades, where teachers are typically best equipped to teach "learning to read" which is critical for students to advance to "reading to learn" in later grades.

Research and real-world outcomes highlight the risks of social promotion (please note that 43% of Nebraskan 11th graders are proficient in ELA on the ACT)—advancing students without addressing literacy gaps. As students progress, the likelihood of catching up diminishes, and struggling readers face heightened risks of low self-esteem, anxiety, depression, and behavioral issues, according to sources like the Child Mind Institute.

The core mission of public education is clear: to ensure students achieve proficiency in reading, writing, and mathematics so they can become self-sufficient adults.  This mission must guide all decisions about resource allocation—teaching foundational literacy should never be treated as an optional add-on.

Too often, parents remain unaware of their child's reading struggles until it's too late to intervene effectively. A structured third-grade promotion policy fosters ongoing conversations about progress starting in kindergarten, empowering families with timely information and eliminating unpleasant surprises.

Accountability is essential to student success.  Nebraska must move beyond excuses and adopt decisive, evidence-based strategies—such as those proven in Mississippi—to provide struggling readers with the intensive interventions they need rather than simply promoting them onward.  We owe it to Nebraska's students to prioritize early literacy with the urgency it demands. By learning from proven successes and implementing strong screening, intervention, and promotion policies, we can reverse declining trends and give every child the foundation for lifelong success.