Michigan House Bill HB4020

Michigan 2023-2024 Regular Session

• Introduced: 1/18/23
• Refer: 1/18/23

Caption

Education: elementary; requirements related to the retention of certain grade 3 pupils; modify. Amends sec. 1280f of 1976 PA 451 (MCL 380.1280f).

Impact

The enactment of HB4020 will notably affect the requirements for school districts regarding pupil retention and promotion policies based on reading ability. From the 2019-2020 academic year onward, the bill stipulates that students unable to meet certain reading proficiency benchmarks on state assessments will not be promoted to the fourth grade. However, there are provisions for good cause exemptions that allow students to advance under specific circumstances, such as having an individualized education program (IEP) or limited English proficiency. The legislation aims to balance the need for academic accountability while providing avenues for student support and success.

Summary

House Bill 4020 aims to amend the Revised School Code of Michigan, specifically focusing on reading proficiency for pupils in elementary education. The bill mandates the Department of Education to approve multiple reliable assessment systems designed to monitor and evaluate student progress in reading, particularly for those in grade 3. Additionally, it creates provisions for an early literacy coaching model, emphasizing professional development for teachers in instructional practices centered around reading. This initiative is targeted to enhance student outcomes in English language arts skills, ensuring that every pupil excels to at least a proficient level by the time they reach the end of third grade.

Contention

Key points of contention surrounding HB4020 include the potential pressure it places on educational institutions to continually improve reading outcomes while simultaneously navigating challenges such as varied student needs and available resources. Advocates for the bill argue that by instituting a strong framework for literacy support, there will be a long-term positive impact on students’ learning trajectories. Conversely, critics express concerns that strict retention policies could lead to negative psychological consequences for students who struggle with reading, thereby motivating policymakers to ensure sufficient support mechanisms are available to avoid excessive retention in grade three.