Capitol News

A recent report from Michigan State University's Education Policy Innovation Collaborative (EPIC) indicates that Michigan students are making strides in recovering academically from the COVID-19 pandemic, although they have not yet fully returned to pre-pandemic levels. The study reveals significant improvements in math achievement, while reading scores show minimal change.

The research analyzed benchmark assessment scores for students in kindergarten through eighth grade over the 2020-21 to 2023-24 school years. These assessments help educators and policymakers monitor progress toward learning goals and guide instruction.

According to the report, math scores improved notably after falling from the 44th to the 41st percentile during the 2020-21 school year. By spring 2024, these scores nearly reached the pre-pandemic national median. However, reading scores fluctuated between the 46th and 48th percentiles over three years, with low-performing readers showing some accelerated progress in certain grades during 2023-24.

State Superintendent Dr. Michael F. Rice commented on these findings: “While it’s good to see that students have begun to recover academically in many ways from lost time in the classroom due to the pandemic, Michigan educators recognize that students, educators and school communities need to continue working hard to improve student learning in reading, math and other subjects, especially in reading.”

Dr. Rice emphasized support for students who faced prolonged remote education and economic disadvantages. He highlighted new literacy initiatives signed into law by Governor Gretchen Whitmer as crucial steps toward improving reading achievement.

Tara Kilbride, interim associate director of EPIC, noted consistency between these patterns and results from Michigan's statewide summative assessment (M-STEP). She stated: “Elementary-level reading stands out as an area of concern in recent data from both summative and benchmark assessments."

The report highlights disparities between districts offering different instructional modalities during 2020-21. Districts without in-person instruction saw greater declines initially but also showed significant recovery starting in 2021-22.

Authors of the study caution about limitations due to data subsets representing only part of Michigan's K-8 population. Some districts opted out of continued participation following changes in state law regarding benchmark assessments.