Maryland Education Board Endorses Parental Consent-Based Retention Policy
The state Maryland Education Board has officially approved a policy that will require third-grade students who do not meet reading standards to be held back, provided that their parents consent. This new literacy-focused policy, which aims to improve the state’s fourth-grade reading scores, includes an option for parents to override the retention decision if they agree to enroll their child in a supplemental reading support program. The policy will be gradually implemented, with the retention clause taking effect during the 2027-28 school year.
Board President Joshua Michael highlighted the extensive public engagement throughout the policy’s development, noting that the plan had undergone significant revisions due to community input. Over 2,000 comments were received after the state Department of Education introduced the proposal during the summer, sparking months of debate. Michael abstained from the final vote, along with board member Joan Mele-McCarthy. However, the policy passed with a majority vote of 11-1, with only newly appointed board member Xiomara V. Medina opposing it.
Concerns Raised Over Community Engagement and Local Implementation
Medina voiced her concerns about the difficulties that local school systems, also known as Local Education Agencies (LEAs), have faced with engaging the community effectively. She noted that poor community involvement was a significant hurdle for the implementation of the state’s broader education reform, the Blueprint for Maryland’s Future. Medina expressed her worry that the lack of clear community engagement strategies could hinder the successful application of the new policy, particularly for vulnerable students.
In response to these concerns, the final version of the policy includes a requirement for schools to exhaust all communication avenues—such as phone calls, emails, letters, and home visits—before a retention decision is made. The Maryland State Board of Education has also committed to supporting local districts by offering technical assistance and ensuring that schools are prepared to implement the policy effectively by the next school year.
Focus on Boosting Maryland’s Reading Scores
The driving force behind the new literacy plan is the state’s struggle with low fourth-grade reading scores, which currently rank 40th in the nation according to the National Assessment of Educational Progress (NAEP). The goal is to elevate Maryland to the top 10 in reading proficiency by 2027. Recent test results from the Maryland Comprehensive Assessment Program revealed that only 48.1% of students were proficient in English language arts during the last school year.
In addition to the third-grade retention clause, the policy includes measures such as reading intervention programs for prekindergarten students and professional development for teachers. This training will emphasize the “science of reading,” a method that focuses on phonics, comprehension, and vocabulary. The program mirrors initiatives in Mississippi, where a similar approach led to notable improvements in reading scores.Maryland Education Board Superintendent Carey Wright, who previously worked in Mississippi, has been credited with applying those successful strategies to Maryland’s new literacy policy.
By 2026, the state board will review the policy’s local implementation, ensuring schools are on track to meet the literacy goals.
