Lessons to learn from Mississippi’s education reforms – South Carolina Policy Council

Analysis of Mississippi’s Educational Reforms in the Context of Sustainable Development Goal 4

Introduction: A Case Study in Advancing Quality Education

This report analyzes recent educational advancements in the state of Mississippi, formerly a low-ranking state in national academic achievement. The state’s progress, particularly in early-grade literacy, offers a significant case study for policymakers focused on achieving Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The analysis examines the policies implemented and the resulting outcomes, framing them within the global commitment to enhancing foundational learning and reducing educational inequalities, a key aspect of SDG 10 (Reduced Inequalities).

Educational Performance Analysis: National Assessment of Educational Progress (NAEP)

Progress in Foundational Literacy: Fourth-Grade Reading

Mississippi’s improvement in fourth-grade reading proficiency represents a notable success in achieving targets related to SDG 4, specifically ensuring all children complete primary education with relevant and effective learning outcomes. The state’s focused reforms have translated into a significant rise in both absolute scores and national ranking, demonstrating a tangible impact on foundational literacy skills.

• 2011 Score/Rank: 209 / 48th
• 2013 Score/Rank: 209 / 49th
• 2019 Score/Rank: 219 / 29th
• 2024 Score/Rank: 219 / 9th

The 10-point increase in average scores between 2013 and 2019, and the subsequent rise in rank, underscores the effectiveness of targeted interventions in early education. This progress is particularly significant when contrasted with national trends, where many states saw declines in the same period.

Challenges in Sustaining Gains: Eighth-Grade Reading

While foundational literacy has improved, the impact on middle school outcomes is less pronounced, highlighting the challenge of sustaining educational momentum in alignment with SDG 4’s goal of quality education at all levels. Eighth-grade reading scores have remained statistically stagnant, indicating that early gains have not fully translated to higher-level learning outcomes.

• 2013 Score/Rank: 253 / 50th
• 2019 Score/Rank: 256 / 45th
• 2024 Score/Rank: 253 / 41st

Although Mississippi’s national ranking improved due to declines in other states, the lack of score growth suggests that additional strategies are needed to support students through secondary education, ensuring they acquire the knowledge and skills needed for sustainable development.

Key Policy Intervention: The Literacy-Based Promotion Act (LBPA)

Alignment with SDG 4 Targets

The primary driver of Mississippi’s fourth-grade reading success is the 2013 Literacy-Based Promotion Act (LBPA). This legislation directly addresses core tenets of SDG 4 by focusing on foundational skills and establishing clear benchmarks for proficiency. The act’s two main policy directives are critical to its success.

1. Focus on Phonics-Based Instruction: The shift to a phonics-centric curriculum for kindergarten through third grade ensures that students develop essential decoding skills. This evidence-based approach is fundamental to achieving SDG Target 4.6, which aims to ensure that all youth achieve literacy and numeracy.
2. Third-Grade Proficiency Gate: The requirement that students demonstrate grade-level reading proficiency before advancing to fourth grade establishes a standard of quality and accountability. This policy prevents the promotion of students without foundational skills, directly supporting the SDG 4 objective of ensuring effective learning outcomes.

Persistent Challenges to Inclusive and Equitable Education

Barriers to Comprehensive SDG 4 Attainment

Despite progress, Mississippi faces ongoing challenges that impede the full realization of inclusive and equitable quality education for all. These issues must be addressed to build upon the success of the LBPA and ensure lifelong learning opportunities.

• Rising Chronic Absenteeism: The rate of chronic absenteeism nearly doubled from 14.2% in 2016-17 to 27.6% in 2024-25. High absenteeism is a major barrier to learning and directly undermines efforts to provide quality education for all students.
• Limited School Choice: The state’s school choice options are largely restricted to students with special needs. Expanding these options could promote greater equity and access to quality education, aligning with the inclusive principles of SDG 4.
• Stagnant Middle School Outcomes: The lack of significant improvement in eighth-grade reading scores indicates a need for policy interventions that extend beyond early literacy to support students throughout their educational journey.

Policy Recommendations for Achieving SDG 4

Lessons for Educational Reform

The Mississippi experience provides a clear framework for other states and regions aiming to advance SDG 4. The following policy lessons are crucial for developing effective educational systems that promote quality and equity.

1. Prioritize Foundational, Evidence-Based Instruction: A strong focus on phonics and other proven methods for teaching reading provides the necessary foundation for all future learning, directly contributing to the achievement of universal literacy.
2. Establish and Uphold Proficiency Standards: Ensuring students meet grade-level standards before promotion is an act of educational responsibility. This prevents the accumulation of learning deficits and supports the SDG 4 goal of meaningful and effective education.
3. Expand Equitable Educational Opportunities: Coupling instructional reforms with programs that increase parental choice and student access, such as Education Scholarship Accounts (ESAs), can create a more inclusive and responsive educational environment that serves all learners, regardless of socioeconomic status or ability.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

   The primary Sustainable Development Goal (SDG) addressed in the article is:

   • SDG 4: Quality Education

     The entire article is centered on education. It discusses the quality of education in Mississippi, focusing on policy reforms (Literacy-Based Promotion Act), teaching methods (phonics-based instruction), and the measurement of learning outcomes (NAEP scores). The goal is to ensure inclusive and equitable quality education, which is the core mission of SDG 4. The text analyzes strategies to improve literacy, evaluates their effectiveness across different grade levels, and discusses challenges like absenteeism and equitable access to different schooling options, all of which fall under the umbrella of Quality Education.

2. What specific targets under those SDGs can be identified based on the article’s content?

   Based on the article’s focus, the following specific targets of SDG 4 can be identified:

   • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

     The article directly addresses this target by focusing on improving the quality and effectiveness of primary and middle school education. The analysis of Mississippi’s rise in fourth-grade reading outcomes and the discussion of stagnant eighth-grade scores are about measuring “effective learning outcomes.” The implementation of the “third-grade gate” policy, which ensures students “can read proficiently before advancing,” is a mechanism designed to improve the quality of primary education.

   • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

     This target is central to the article’s main theme. The “Mississippi Miracle” is attributed to the Literacy-Based Promotion Act (LBPA), a policy specifically designed to improve literacy. The shift to a “focus on phonics” for students in kindergarten through third grade is a direct strategy aimed at achieving foundational literacy skills among youth.

   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

     This target is connected to the article’s discussion of challenges beyond test scores. The mention of limited school choice, particularly the fact that Mississippi “offers private school choice only for special needs students,” and the proposal to expand options “to all students regardless of age, ability, or socioeconomic status,” relates to creating more “inclusive” learning environments and options.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

   Yes, the article mentions several specific quantitative and qualitative indicators that can be used to measure progress:

   • Proficiency in reading (Indicator for Targets 4.1 and 4.6): The article heavily relies on the National Assessment of Educational Progress (NAEP) scores. It provides a detailed table of Mississippi’s “Average Reading Score” for fourth graders from 2011 to 2024 (e.g., rising from 209 to 219) and for eighth graders over the same period. These scores are a direct measure of proficiency levels in literacy.
   • State’s national rank in academic achievement (Indicator for Target 4.1): The article consistently uses Mississippi’s “Rank Among States” in NAEP reading scores as an indicator of relative performance and quality. For example, it notes the fourth-grade rank improved from 49th in 2013 to 9th in 2024.
   • Student attendance rates (Indicator for Target 4.1): The article identifies rising absenteeism as a major challenge. It provides a specific indicator: the rate of chronic absenteeism, defined as missing at least 10% of the school year. It quantifies this by stating the rate “nearly doubled from 14.2% in the 2016-17 school year to 27.6% by 2024-25.” This indicator measures a key barrier to achieving effective learning outcomes.
   • Policies promoting equity and inclusion (Indicator for Target 4.a): The article implies an indicator related to policy implementation. The availability of Education Scholarship Accounts (ESAs) and voucher programs for all students, not just those with special needs, is presented as a measure of an inclusive and equitable education system. The article notes Mississippi’s options are currently “limited.”

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

   SDGs	Targets	Indicators
   SDG 4: Quality Education	Target 4.1: Ensure quality primary and secondary education leading to effective learning outcomes.	National Assessment of Educational Progress (NAEP) average reading scores for 4th and 8th grades. National ranking of states based on NAEP scores. Chronic absenteeism rate (percentage of students missing 10% or more of the school year).
   SDG 4: Quality Education	Target 4.6: Achieve literacy and numeracy among all youth.	Implementation of phonics-based reading instruction. Percentage of students meeting grade-level reading standards by third grade (implied by the “third-grade gate” policy).
   SDG 4: Quality Education	Target 4.a: Provide inclusive and effective learning environments for all.	Availability and accessibility of private school choice options (ESAs, vouchers) for all students, including those with special needs and from different socioeconomic backgrounds.

Source: scpolicycouncil.org