The number of third-graders in Michigan who are proficient in reading – a key measure in education – has fallen to the lowest level in the 10-year history of the state proficiency test, according to results released Wednesday.
The 2024 Michigan Student Test of Educational Progress (M-STEP) results show that 39.6% of third graders statewide passed the state English Language Arts (ELA) test, compared to 40.9% last year, 41.6% in 2022 and 42.8% in 2021.
The third-grade reading test results mean that 60.4% of the state’s third-graders failed the test last spring. The results come after years of efforts across the state to boost reading proficiency among students in preschool through third grade through reading interventions, the use of evidence-based curriculum and instructional materials, and intensive one-on-one instruction. Local districts have been screening young students within the first 30 days of school, documenting reading intervention plans, and reaching out to families.
DETAILED RESULTS: See how your school, district performed on the 2024 M-STEP and SAT tests
State education officials pointed out that third-graders were in the introductory phase of learning to read in preschool and kindergarten during the COVID-19 pandemic, which affected their progress.
Tests administered in the spring include the M-STEP, PSAT, and SAT. Students in grades 3 through 8 and 11 were tested in English and math. Students in grades 5, 8, and 11 were tested in science and social studies. The SAT is administered by the College Board. The PSAT is a practice or prep test for the SAT, which is also used to decide eligibility for National Merit scholarships.
State education officials were quick to point out that the percentage of students scoring proficient or advanced on 13 of 20 tests had increased. Proficiency declined on six tests and remained the same on one.
They also found that math scores among students in grades 3 through 7 improved for the second year in a row, from a low of 26.3% among 11th grade students to a high of 43.4% among 4th grade students. Math scores on the PSAT test among 8th grade students and the SAT test among 11th grade students declined.
According to the testing data, ELA test performance rates improved in grades 5, 7, and 8, remained the same in grade 6, and decreased in grades 3, 4, and 11. Social studies performance rates improved in all grades – 5, 8, and 11. Science performance rates improved in grades 5 and 8 and decreased in grade 11.
One of the biggest jumps in performance came on the 8th grade ELA test, where 64.5% of students scored at the required level this year, compared to 59.7% last year. The worst performance scores came on the 5th grade social studies test, where 18.9% of students scored at the required level, a small improvement over last year’s score of 18.6%.
State Superintendent of Education Michael Rice said in a statement that poverty has consistently had a significant negative impact on students’ academic performance. Education Department officials pointed out that students from economically disadvantaged families continue to perform significantly worse than students from middle-class and affluent families.
According to education officials, the performance rates of students from economically disadvantaged families in English, Spanish and math are less than half those of students from non-economically disadvantaged families.
“We are encouraged to see continued, incremental improvement in performance levels on most M-STEP and SAT/PSAT tests, particularly on the M-STEP math tests,” Rice said in a statement. “These results reflect the hard work of students and teachers, as well as the investments in education by the governor and legislature. Yet much work remains, both educationally and financially, to adequately support students.”
State education officials said this year’s results showed that, on average, students’ distance learning during the 2020-21 school year affected learning progress. Third- and fourth-grade students had lower achievement rates than students in the same grade the year before, they noted, adding that those students were in the early stages of learning to read in preschool and kindergarten when their schooling was interrupted by the pandemic.
“The fact that children were in the window of learning to read when COVID-19 hit – in preschool or early elementary grades – also impacted assessment scores on average. Poverty, distance learning during the 2020-21 school year, and the fact that children were in the window of learning to read when the pandemic began are complex challenges that some of our children continue to struggle with,” Rice said.
Department of Education officials said about 7,300 Michigan K-5 teachers have either completed or are currently completing the literacy training program known as LETRS. The department is also urging lawmakers to pass a literacy/dyslexia bill that would help children with traits of dyslexia learn to read.
The Legislature and governor have allocated more than $630 million to literacy initiatives since 2019, including about $94.5 million paid as part of a settlement when students in Detroit said a lack of books, teachers and adequate facilities prevented them from accessing literacy.
Much of this funding went toward early childhood literacy interventions, reading coaches, additional teacher training, and additional early childhood literacy instruction hours. The majority of this funding was allocated in 2023 and 2024, with nearly $330 million allocated in 2023 (including the $94 million settlement with Detroit) and $153.5 million allocated in 2024.
Jennifer Mrozowski, spokeswoman for the nonprofit Education Trust-Midwest, said the data makes it clear that Michigan urgently needs to invest more in its neediest students to not only catch up to pre-pandemic levels but also accelerate their learning.
“We applaud the governor and our state legislature for increasing funding for low-income students, multilingual learners and students with disabilities, but the results clearly show that Michigan’s students and their teachers need more support,” Mrozowski said in a statement. “The bottom line is that money matters in education, especially for students who are underserved.”
Mrozowski said leaders should also establish transparent systems across the country to ensure these investments are spent on strategies aimed at improving student achievement.
“Our state currently lacks systems that show what interventions are being used, whether they are effective in increasing student learning, and whether the funds intended for the neediest students are reaching their schools,” Mrozowski said.
The Michigan Partnership for Equity and Opportunity, a statewide coalition, is among the education activists urging state lawmakers to pass pending dyslexia legislation to address the state’s reading crisis.
Senate Bills 567 and 568 would require schools to screen elementary students for signs of dyslexia and offer multi-level supports to students who exhibit those signs, officials said. The interventions would be based on research and proven effective in teaching students to read.
State Board of Education President Pamela Pugh said the board is committed to ensuring all Michigan students learn what they need to know.
“We will continue to work with local schools, MDE leadership, legislators and the governor to improve student learning. It’s great to see progress on most assessments this year, but we want our students to continue their progress in future years,” Pugh said in a statement.
Beth LeBlanc contributed.
