Advancing Equity through Literacy Policy: A Leadership Analysis of Mississippi's Progress and Challenges Implementing the Literacy-Based Promotion Act
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| Název: | Advancing Equity through Literacy Policy: A Leadership Analysis of Mississippi's Progress and Challenges Implementing the Literacy-Based Promotion Act |
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| Jazyk: | English |
| Autoři: | Phelton C. Moss, Ashley White |
| Zdroj: | Educational Planning. 2025 32(4):11-19. |
| Dostupnost: | International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Datum vydání: | 2025 |
| Druh dokumentu: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Literacy, State Legislation, Equal Education, Educational Policy, Barriers, National Competency Tests, Achievement Gap, African American Students, White Students, Grade 4, Grade 8, State Policy |
| Geografický termín: | Mississippi |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| ISSN: | 1537-873X |
| Abstrakt: | Since 2011, Mississippi has significantly improved its students' literacy rates on the National Assessment of Educational Progress (NAEP) and the Mississippi Academic Assessment Program (MAAP). However, little attention has gone to understanding how and if, amid such tremendous progress, Mississippi is closing the gap in literacy proficiency between Black and White students. In this brief, I explore data from the statewide MAAP from the 2019-2020 school year to the 2022-2023 school year, using publicly available data from the Mississippi Department of Education's annual Assessment Achievement Gap Analysis Report and the NAEP annual report to determine if the passage of the Literacy-Based Promotion Act of 2013 has had any impact on closing the Black/White literacy gap in Mississippi as they pursue their goal of getting 70% of students reading proficiently by 2025. While this analysis found the Black/White literacy gap widen, it does not necessarily follow that Mississippi made no progress with Black students. In fact, these findings reveal that both groups experience gains; however, the overall gap widen. These conclusions, which offered a between group analysis of Black/White student literacy performance, add weight to the argument that much work needs to be done, but that Mississippi's modest gains could be a starting point for other state's literacy policy efforts. In this paper, we also provide policy and practice recommendations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Přístupové číslo: | EJ1490194 |
| Databáze: | ERIC |
| Abstrakt: | Since 2011, Mississippi has significantly improved its students' literacy rates on the National Assessment of Educational Progress (NAEP) and the Mississippi Academic Assessment Program (MAAP). However, little attention has gone to understanding how and if, amid such tremendous progress, Mississippi is closing the gap in literacy proficiency between Black and White students. In this brief, I explore data from the statewide MAAP from the 2019-2020 school year to the 2022-2023 school year, using publicly available data from the Mississippi Department of Education's annual Assessment Achievement Gap Analysis Report and the NAEP annual report to determine if the passage of the Literacy-Based Promotion Act of 2013 has had any impact on closing the Black/White literacy gap in Mississippi as they pursue their goal of getting 70% of students reading proficiently by 2025. While this analysis found the Black/White literacy gap widen, it does not necessarily follow that Mississippi made no progress with Black students. In fact, these findings reveal that both groups experience gains; however, the overall gap widen. These conclusions, which offered a between group analysis of Black/White student literacy performance, add weight to the argument that much work needs to be done, but that Mississippi's modest gains could be a starting point for other state's literacy policy efforts. In this paper, we also provide policy and practice recommendations. |
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| ISSN: | 1537-873X |