Mississippi Miracle, or Not?

My Views Are My Own

By Lisa Schonhoff, Ed.S.

11/3/2025

Improving literacy in our state has been my top priority.  As our proficiency rates in Nebraska continue to slide, it is imperative that we look to other states that are making improvements.  One state that is showing gains in early literacy is Mississippi, which leapfrogged from last place for literacy proficiency in 2012 to 7th in fourth grade literacy today and has led to the term, the Mississippi Miracle.  Once I scoured through the Mississippi Department of Education’s website, I noticed the starkest contrast between Mississippi and Nebraska is their third grade retention policy, so I decided to schedule an appointment with their literacy team to learn more.  

The first thing I learned was that the Literacy Based Promotion Act took effect during the 2014-15 school year which stated, “a student scoring at the lowest achievement level in reading on the established state-wide assessment for 3rd grade will not be promoted to 4th grade unless the student qualifies for a good cause exemption.”  Each year, the student takes the summative Mississippi Academic Assessment Program (MAAP) to determine proficiency status. If a student is not proficient, the student will repeat third grade with an individualized reading plan that includes intensive reading interventions based on a diagnostic that determines the needs of that student.  There may be outliers where a student receives a Good Cause Exemption and advances to fourth grade with an Individualized Reading Plan in place.  

The reading team made it clear that in Mississippi schools, prevention and intervention are the focus, not retention.  “State statute requires that the Mississippi Department of Education shall select early literacy and numeracy screening assessment instrument or instruments to be used throughout the state in the screening of students in Kindergarten through Grade 3.”  Students partake in the screener 3 times each year from kindergarten through third grade, so there aren’t any surprises for anyone involved.  These screeners determine necessary interventions for the student to be successful.  

Educator training has been paramount to meeting the needs of these students. Refraining from requiring a specific training program directed by legislation was critical in having the autonomy to address the evolving needs of the state.  The state currently uses AIM Pathways, “a comprehensive training course to help school leaders advance literacy evidence-based instruction into all classrooms.”  The literacy team chose AIM Pathways due to the user-friendly range of courses offered for educators.

We also discussed the Instructional Coach model that Mississippi uses to train and support teachers.  Each Instructional Coach is assigned to two schools for providing regular services.  The coaches participate in ongoing professional development and use data and observations to provide nonevaluative, confidential support to educators in need.

According to the Child Mind Institute, “Children who struggle with reading are at higher risk for mental health challenges, such as low self-esteem, anxiety, depression and behavioral problems.”  Accountability is the key to student success.  It’s imperative that we stop passing students who are unable to read at proficient levels and provide them with the necessary interventions to help them be successful.  Mississippi is clearly on to something here and maybe it’s not just a miracle, but a clear strategic plan for success.