New York City public schools are reportedly reverting to the practice of "social promotion," advancing students to the next grade irrespective of their academic standing. This occurs despite evidence suggesting this approach is detrimental and as a significant portion of students fail to meet proficiency levels on state tests.
Last year, only 0.4% of students in grades 3 through 8 were held back, according to data from the Department of Education. Concurrently, 40% of these students did not meet proficiency standards on state exams, with 3% not meeting even the minimal requirements for promotion.
The number of students being held back has significantly decreased since 2014. This shift coincided with an initiative by former Mayor Bill de Blasio that allowed schools to utilize "holistic" measures in promotion decisions, moving away from standardized test scores.
In contrast, Mississippi implemented the Literacy-Based Promotion Act in 2013, which ended social promotion. Under this policy, third graders must demonstrate reading proficiency to advance to fourth grade. Schools are mandated to notify families of students at risk of being held back and to establish reading intervention plans. This approach has been credited with improving reading outcomes, with Mississippi fourth graders now reading at a level nearly a full academic year ahead of their New York City counterparts, despite New York City's higher per-pupil spending. Mississippi now leads the nation in reading proficiency for Black students.
Furthermore, Mississippi funds a two-year course for every elementary teacher focused on evidence-based reading instruction. New York's attempts to implement similar initiatives reportedly faltered, with the state's teachers union advocating for the "balanced literacy" approach, which critics deem discredited.
The current educational policies in New York City are drawing criticism for not prioritizing direct steps to ensure students develop essential reading skills.