A Mississippi Miracle? Teachers’ Experiences of the Literacy-Based Promotions Act

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Impacts on Teacher Knoweldge and Practice (Table 6)

Abstract

State and federal initiatives aimed to improve early reading instruction, such as Reading First and Mississippi's Literacy-Based Promotion Act (LBPA). The LBPA notably boosted fourth-grade NAEP scores in Mississippi, earning it the "Mississippi Miracle" label. The Act's success has been attributed to adherence to the "science of reading" and other measures like holding back third graders who failed a reading test. However, understanding the mechanisms behind these improvements remains limited. This study explores teachers' experiences with LBPA, focusing on professional development (LETRS), instructional changes, and additional support measures. Findings indicate that while LETRS training positively influenced teachers' phonics instruction, barriers such as misaligned curricula and overwhelming PD content persisted, highlighting the complexity of implementing reading reforms effectively.

Author

• Erin K. Hogan, University of Louisville