Committee recommends Maryland comprehensive literacy policy to full board after extended debate on retention, parent choice and implementation

The Maryland State Board of Education Education Policy Committee voted to recommend that the full board adopt MSDE’s version 4 comprehensive literacy policy, with staff-directed edits and accompanying guidance, after extended presentations and board discussion on student screening, subgroup outcomes, instructional materials and parent engagement.

MSDE officials led the committee through the policy’s development and data underpinning it. Doctor Collins described the drafting process required by a January 2024 board resolution and said the department had received close to 2,000 public comments across four draft versions. "The amount of stakeholder engagement that we've received has been wonderful," Collins said, and she urged adoption with the recommended edits.

Doctor Smith presented outcome data and screening issues. She emphasized inconsistent local screening implementation under the Ready to Read Act (2019), which requires kindergarten screening and identification in grades 1–3 but has been applied unevenly by LEAs. Smith also reviewed MCAP English language arts results and cohort tracking showing increases in the share of students at the lowest performance level for some subgroups. "Our African American students are scoring at the lower end," Smith said, listing proficiency percentages for several grade bands.

The presentation included funding and implementation details. Staff said MSDE secured a U.S. Department of Education Comprehensive Literacy State Development grant ($40,000,000 total), with an initial set of awards expected in March 2025 (the transcript lists a first-round award of $3,800,000 and larger annual awards thereafter). MSDE indicated 95% of the grant funds must go to LEAs for literacy coaching and that up to 40% of funding may support secondary-level activities.

Board members focused their questions on several topics. Several members pressed staff on how guidance would support LEAs to (1) engage families so 'parent choice' is meaningful, (2) structure master schedules and flexible groupings when students require intensive reading instruction but can access grade-level math and other content, and (3) ensure availability and implementation of high-quality instructional materials (HQIM) given varying adoption cycles across the state's 24 LEAs. Doctor Collins and Doctor Smith said guidance documents, one-on-one LEA support, roadshows and coaching will be provided; MSDE aims to make family guides and draft guidance available by December and to publish a reviewed HQIM list by fall 2026.

Several board members urged caution about treating retention as automatic; Mister Greer and others said the policy should read as shared decision-making with families, not a mandatory retention rule. Mister Paul described retention designation as the beginning of a conversation in practice: "Initial designation for retention doesn't seem to mean that the decision has been made," he said.

After discussion, Mister Paul moved and Monica seconded a recommendation that the full board adopt the policy with the feedback provided by the committee incorporated. The committee chair called for a voice vote; staff recorded the motion as carrying 5 to 2. The transcript shows two members saying 'nay' during the voice vote and a staff tally of "Motion carries 5 to 2." The recommended policy will go to the full State Board for final action at the next board meeting referenced in the transcript.

MSDE staff said they will return to the committee and then the full board with final policy language and guidance documents, including prototype parent guides and implementation resources, prior to full-board consideration.