LANSING, Michigan – The most recent Michigan Student Test of Educational Progress (M‑STEP) results reveal that only 38.2% of third‑grade students met proficiency in English language arts in 2026, a slight drop from 38.9% in 2025 and the lowest rate in the test’s 12‑year history. The decline extends through fourth‑ through seventh‑grade reading scores, underscoring the urgency of the state’s ongoing literacy overhaul.
State leadership calls for focused action
State Superintendent Glenn Maleyko told Bridge Michigan that the numbers make clear more work is needed. “We need to improve the results of all these assessments for our students moving forward,” Maleyko said. He emphasized that progress must be shown consistently across all subjects, grades, and districts.
Overall performance snapshot
When grades three through eight are combined, roughly 44% of Michigan students were proficient in reading, based on a blend of M‑STEP and PSAT 8/9 data. Math proficiency for the same grade span stood at 35.5%, with modest gains for third‑ and sixth‑graders, a decline for fifth‑graders, and little change for fourth‑ and seventh‑graders.
The Michigan Department of Education noted that most year‑to‑year changes were “essentially flat,” with 16 of 20 tests moving within two percentage points of the prior year and most shifting by less than one point.
Economic disparity remains a challenge
Reading proficiency for students not economically disadvantaged was more than double that of their disadvantaged peers. In third‑grade math, 28.8% of disadvantaged students were proficient compared with 60.5% of those not facing economic hardship.
Local districts report mixed results
Detroit Public Schools Community District, the state’s largest district, posted modest gains at the third‑grade level—reading rose from 12.9% to 14.1% and math from 15.7% to 20.1%.
Grand Rapids schools saw a small increase in third‑grade reading (19.6% to 20.1%) and a jump in math proficiency (19.6% to 23.5%).
Lansing School District reported reading improvements for grades three through six, though seventh‑ and eighth‑grade scores slipped.
Ypsilanti Community Schools experienced slight declines overall, but fifth‑ and seventh‑grade English language arts scores improved. The district’s eighth‑grade PSAT reading proficiency surged from 39.8% to 46.8%, and math proficiency nearly doubled from 10.1% to 19.5%.
Superintendent Alena Zachery‑Ross highlighted that 80% of Ypsilanti scholars are showing growth, noting that many enter the district already behind academically. Attendance was flagged as a key factor; nearly half of Ypsilanti’s students are chronically absent, missing at least 18 days in a 180‑day year. Assistant Superintendent Carlos Lopez stressed, “Attendance matters,” and pointed to the district’s expanded focus on curriculum, teacher training, intervention and tutoring, including the adoption of the state‑approved HMH Into Reading program.
In Kentwood Public Schools, Superintendent Kevin Polston cautioned against using test scores as the sole measure of achievement. He said, “It’s important for us to take time to digest the data, look at other sources, and keep designing plans for each of our individual students to thrive.” Kentwood, now in its third year with a new mathematics curriculum, reported a mix of gains and declines in English language arts, while math performance generally improved.
Statewide policy steps forward
The Michigan Department of Education plans to release a Michigan Mathematics Framework this fall, establishing a statewide approach to math instruction, curriculum and assessment. A new STEM committee is also being formed.
Literacy reforms continue to roll out. By the 2027‑28 school year, districts must use evidence‑based reading instruction and screen students for dyslexia‑related characteristics. A law signed this summer requires elementary teachers to complete science‑of‑reading training by the 2031‑32 school year, with state assistance available for districts as teachers meet the requirement.
Funding is being allocated for literacy coaches, approved curricula and teacher training. Districts that adopt curricula not on the state‑approved list must notify parents, and non‑compliance could jeopardize state funding. However, the department currently lacks a system to track which curricula each district uses.
Looking ahead
Maleyko, who took office in December, stressed that improving student achievement will require cooperation among educators, legislators, the governor and the State Board of Education. He also warned against interpreting proficiency scores as a simple measure of an individual child’s reading ability.
Deputy Superintendent Delsa Chapman echoed the need for a holistic view of student progress, emphasizing that data must be combined with classroom observations and parental engagement to truly gauge learning outcomes.
As Michigan refines its literacy strategy, local districts are experimenting with targeted interventions, attendance initiatives and curriculum upgrades. While the latest scores highlight ongoing challenges—particularly for economically disadvantaged students—the combined effort of state leaders and community schools aims to reverse the downward trend and ensure every child has the tools to read and succeed.
Original reporting: WOWO News/Talk (Fort Wayne) — read the source article.
