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Mississippi board reviews 2025 third-grade reading results; department outlines evidence-based interventions
Summary
State education officials reported modest improvements on the 2025 third-grade reading assessment and described next steps that emphasize face-to-face, evidence-based reading interventions and supports for schools with high percentages of students below grade level.
State education officials reported results from the 2025 third-grade reading assessment and outlined next steps for districts to improve early reading outcomes.
The presentation, described as the first of many statewide assessment reports, covered initial pass rates, retest opportunities and allowable exemptions under the Literacy-Based Promotion Act. Officials said the state saw an uptick in initial pass rates compared with spring 2024 and that more students took the test in 2025.
Board members were told that 61 districts had 80% or more of students meet the promotion requirement, seven districts had 90% or more meet the requirement, and seven districts had 50% or more of students who did not meet promotion requirements. The department reminded the board that students who do not meet the initial assessment have two retest opportunities and that “good cause exemptions” apply in some situations such as prior retention, disabilities or English learner status.
Wendy Clemons, the Department of Education chief administrative officer, walked the board through the department’s next steps, saying the department will “provide guidance and supports, resources, really continue to do that, to schools and districts on the most effective evidence based reading interventions.” Clemons emphasized clarifying standards-based versus standards-aligned instruction and promoting high-quality instructional materials and grade-level text.
Clemons and other staff urged districts to reduce excessive reliance on computer-based learning paths for struggling readers, citing recommended use of those programs for 45 minutes a week rather than 45 minutes a day in many cases. She highlighted face-to-face, evidence-based programs the department will promote, naming SPIRE (Specialized Program Individualizing Reading Excellence), UFLI (University of Florida Literacy Institute), and Reading Horizons among options for targeted interventions.
The department also said it will support districts with more than 20% of students reading below grade level on scheduling that ensures adequate, uninterrupted instructional time and will continue statewide literacy training—free of charge—for teachers and building leaders.
Board members did not take formal action on the report; staff said the information will guide supports and follow-up in future meetings.
