Michigan has implemented several literacy policies aimed at improving reading proficiency among its students. The state's approach to literacy education focuses on evidence-based instruction, early intervention, and support for struggling readers. One key policy is the Michigan Academic Standards for English Language Arts, which outline the skills and knowledge that students need to develop in order to be successful readers, including phonics, fluency, vocabulary, and comprehension.
Michigan provides training and support for educators in evidence-based literacy practices, such as explicit instruction and the use of assessment data to inform instruction. The state has established the Michigan Department of Education's Literacy Essentials to provide guidance and support to educators and promote evidence-based literacy practices.
Michigan uses a statewide assessment, the Michigan Student Test of Educational Progress (M-STEP), to monitor student progress in reading and identify areas where additional support is needed. The state's Multi-Tiered System of Supports (MTSS) framework provides a systematic approach to identifying and supporting struggling readers, with tiered levels of intervention based on student needs.
The Michigan Department of Education also partners with local organizations and agencies to promote literacy development through initiatives such as the Reading Now Network and the Michigan Early Literacy and Mathematics Initiative. These programs aim to support literacy development among students and families, particularly those in low-income communities. Additionally, the state has established the Great Start Readiness Program, which focuses on promoting early literacy development among young children in the state.
Michigan Student Score Gaps:
This represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 68%.
In 2022, Black students had an average score that was 32 points lower than that for White students. This performance gap was not significantly different from that in 1998 (36 points).
In 2022, Hispanic students had an average score that was 18 points lower than that for White students. This performance gap was not significantly different from that in 1998 (22 points).
In 2022, male students in Michigan had an average score that was not significantly different from that for female students.
In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 32 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (24 points).
Information from the NAEP website for 2022 4th grade reading scores.
MI EVIDENCE-BASED CHAMPIONS
MI EVIDENCE-BASED ORGANIZATIONS
These organizations are committed to promoting evidence-based reading practices, providing professional development opportunities for educators, and supporting students in developing strong reading skills.