Third-grade reading assessment for 2021-2022 school year; allow students who fail to be promoted to fourth grade with remediation.
Under this act, the assessment criteria that typically would prevent a student from moving on to the next grade are adjusted for the 2021-2022 school year. Third-grade students who score at the lowest level on reading assessments will still be required to receive remedial reading instruction but can be promoted to fourth grade nonetheless. This change is seen as a necessary response to ensure that students are not held back due to circumstances beyond their control, aiming to support their long-term academic success while still holding them accountable for necessary remediation.
Senate Bill 2706, known as the COVID Impact Literacy-Based Promotion Modification Act, was introduced to address the disruptions in education caused by the COVID-19 pandemic, particularly in reading skills among third-grade students. This legislation recognizes that the extended interruption in schooling during the pandemic has led to significant reading deficiencies in students, which necessitated modifications to the existing literacy-based promotion criteria. The bill allows for students who do not meet traditional promotion standards, specifically those scoring at the lowest achievement levels in reading, to be promoted to the fourth grade with mandatory remediation requirements.
The general sentiment around SB 2706 appears to be supportive among educators and lawmakers who understand the impact of COVID-19 on learning. However, there are concerns among some critics regarding the potential dilution of academic standards, as allowing promotions despite academic deficiencies may set a precedent that undermines the rigor of educational benchmarks. While proponents argue that the bill is crucial for ensuring equity in education given the extraordinary circumstances, opponents express worry that it may not adequately address the core issues of reading proficiency.
One of the notable points of contention includes the debate around the effectiveness of such measures in promoting genuine literacy skills among students. Critics argue that merely promoting students without ensuring they have the necessary reading skills could lead to greater risks in their academic progression and future learning. The bill also amends several existing statutes, which raises questions about long-term implications on educational policies and standards. Stakeholders in education are concerned about finding the right balance between compassion for disrupted learning and maintaining high educational standards.