Indiana has held back approximately 3,000 third-grade students this year after they failed the state's IREAD assessment. This marks the first time third graders have been retained under a recently enacted state law designed to ensure reading proficiency by the end of third grade.
The Indiana Department of Education (IDOE) released new data today, revealing that while 10,000 students initially did not pass the assessment, a significant portion received exemptions, allowing them to advance to fourth grade.
Key Takeaways
- Around 3,000 third graders were retained in Indiana due to IREAD failure.
- This is the first year a new state law mandates holding back students who do not pass IREAD.
- 7,000 students received good cause exemptions, primarily those with special education needs or English language learners.
- Third-grade literacy rates have returned to pre-pandemic levels.
- The Summer Learning Labs program significantly improved student English and math skills.
New State Law Impacts Third Grade Advancement
The IREAD assessment is a critical measure of reading proficiency for Indiana's third-grade students. This year's results show a direct impact from the new state law, which mandates retention for those who do not meet the reading standard.
IDOE Secretary Katie Jenner expressed optimism despite the retentions. She stated that the number of students held back is "a lot better than what we initially thought."
"We'll be watching those students very closely to make sure they are, indeed, reading by the end of third grade. That is the key point in time so that they can read to learn later on," Secretary Jenner said.
The new law emphasizes the importance of early literacy, aiming to prevent students from falling behind in later grades where reading comprehension is crucial for learning across all subjects.
IREAD Assessment Data
- Total students in the latest IREAD cohort: 84,000
- Students who initially failed the assessment: 10,000
- Students who received good cause exemptions: 7,000
- Students retained and held back: 3,000
Exemptions for Vulnerable Student Populations
While 10,000 students did not pass the IREAD assessment, a substantial 7,000 students were granted good cause exemptions, allowing them to proceed to fourth grade. These exemptions are primarily for specific student groups recognized as needing different support systems.
According to IDOE data, 75% of students receiving exemptions are those identified with special education needs. Another 24% are students learning English as a second language.
A small percentage, 1%, of exemptions were given to students who had either excelled in math or had been previously retained.
Understanding Good Cause Exemptions
Good cause exemptions allow students who do not meet IREAD proficiency to advance to the next grade under specific circumstances. These are typically granted to students with documented learning disabilities, language barriers, or other unique educational needs where retention may not be the most effective intervention.
Stacy Kurdelak, Vice President of the Indiana State Teachers Association (ISTA), supported the exemption process. She noted that retention alone is often not the solution for students facing particular challenges.
"Retention is not going to be the answer for someone who's been identified with having a special need or identified as having a language barrier," Kurdelak stated. "I was really pleased to see that the majority of our exemptions are in those categories."
This approach highlights a nuanced understanding that while reading proficiency is vital, individual student needs must also be considered.
Literacy Rates Rebound and Summer Programs Show Promise
The recent data also brings positive news regarding overall literacy trends in Indiana. Months prior, the IDOE announced the biggest single-year increase in third-grade literacy rates in the history of the IREAD assessment.
This significant improvement has brought the state's third-grade literacy rates back to pre-pandemic levels. The recovery suggests that various initiatives, including targeted support, are making an impact.
One such initiative is the Summer Learning Labs program. This program helped 12,000 children across the state improve their English and math skills during the summer months.
Students enrolled in the Summer Learning Labs saw their English/Language Arts proficiency improve by an overall 25%. This demonstrates the effectiveness of intensive summer interventions.
Future of Summer Learning Labs
Secretary Jenner emphasized the need for continued funding to sustain the Summer Learning Labs program long-term. She suggested a blend of public and private funding to ensure its reach to more communities and students in Indiana.
"I think there's an opportunity to really blend public and private dollars to make sure we're serving as many communities in Indiana, as many kids in Indiana as possible," Jenner explained.
State Representative Ed DeLaney (D-Indianapolis) agreed on the importance of focusing on individual students. However, he expressed concern about the funding approach.
"Our going around with a tin cup in our hand saying we need money to do that which is our obligation strikes me as weak," State Rep. DeLaney said.
The debate over funding highlights the ongoing challenge of securing consistent resources for effective educational programs.
New Accountability Rules on the Horizon
Looking ahead, the IDOE is proposing a new school accountability rule. This proposal aims to help identify more students struggling with reading earlier in their academic journey.
The proposed rule would assign letter grades to schools, potentially creating a clearer picture of school performance in literacy and other key areas. This could provide more targeted data for intervention and support.
The next public hearing for this proposal is scheduled for November 17. Such accountability measures are often debated, with proponents arguing for increased transparency and critics raising concerns about potential negative impacts on schools in challenging circumstances.
The state's commitment to improving reading skills remains a central focus, with both retention laws and proactive programs like the Summer Learning Labs working towards the goal of ensuring all students can read to learn.
