Michigan

Michigan’s Early Literacy Crisis: The Problem and What Michigan Is Doing About It

Michigan’s early literacy outcomes have become a central focus of statewide education policy. Recent M-STEP and NAEP data show that a majority of Michigan elementary students are not reading at grade level, prompting legislative reform, targeted funding, and new accountability measures.

For superintendents, curriculum directors, elementary principals, and literacy leaders, the challenge is understanding how these changes fit together. Dyslexia screening mandates, MTSS requirements, curriculum transparency rules, Section 31a funding expectations, and M-STEP accountability are now interconnected.

Michigan’s Early Literacy Performance

M-STEP and NAEP Reading Proficiency Trends

Michigan’s early literacy performance reflects sustained challenges on both state and national measures.

  • 38.9 percent of Michigan third graders were proficient on the English Language Arts portion of the M-STEP, the lowest performance in the exam’s eleven-year history
  • 24 percent of Michigan fourth graders scored proficient in reading on the 2024 NAEP, compared to 30 percent nationally
  • Michigan ranked forty-fourth among states in fourth-grade reading on NAEP
  • Reading scores remain below pre-pandemic levels

These results indicate that a significant percentage of Michigan students are entering upper elementary grades without grade-level reading proficiency. Because third-grade reading proficiency strongly predicts later academic outcomes, these trends carry long-term implications for districts across the state.

COVID-19 Learning Disruptions and Foundational Gaps

Many of today’s third and fourth graders began kindergarten and first grade during extended COVID-related disruptions. Michigan experienced prolonged closures and shifts to remote and hybrid instruction during years when students typically receive systematic foundational literacy instruction.

During this period, students often had inconsistent access to:

  • Explicit phonemic awareness instruction
  • Structured phonics and decoding routines
  • Daily fluency practice and oral reading
  • Small-group intervention
  • Early identification and targeted response to reading gaps

Because foundational literacy skills build sequentially, gaps in K–2 instruction frequently surface later in reduced comprehension, slower reading growth, and lower performance on assessments such as M-STEP and NAEP.

From Retention Policy to Systems Reform

Michigan previously enacted a third-grade retention policy for students not reading at grade level. Implementation was delayed due to COVID and later removed.

Rather than relying on retention, the state has shifted toward strengthening systems. The current approach emphasizes:

  • Universal dyslexia screening
  • Structured literacy and science of reading implementation
  • MTSS-aligned intervention
  • Curriculum oversight and transparency
  • Professional learning accountability
  • Reporting requirements tied to literacy support

This systems-focused strategy shapes the policy and funding decisions now impacting districts.

Michigan’s Legislative and Funding Response

Michigan’s literacy response is comprehensive. Legislation, funding investments, curriculum guidance, and compliance requirements are designed to operate as a coordinated framework rather than isolated initiatives.

Public Acts 146 and 147: Dyslexia and MTSS Requirements

Public Acts 146 and 147 establish statewide expectations for dyslexia screening, science of reading instruction, and Multi-Tiered System of Supports implementation.

Under these laws, districts must:

  • Screen all K–3 students three times per year for characteristics of dyslexia
  • Screen students in grades 4 through 12 who demonstrate reading difficulty
  • Screen English learners at developing or higher proficiency levels, including in their native language when appropriate

Districts must update screening and progress-monitoring systems to include reliable and valid dyslexia screening assessments by August 1, 2027.

The legislation also requires literacy instruction and intervention to align with science of reading principles. Instruction must emphasize:

  • Phonemic awareness
  • Explicit phonics
  • Decoding and encoding
  • Fluency
  • Vocabulary
  • Comprehension

Intervention must be delivered through an MTSS framework. Districts must certify that literacy consultants, literacy coaches, and reading intervention staff have completed required professional learning. Literacy coaches funded through state allocations may not carry regular classroom teaching assignments. Teacher preparation programs must incorporate instruction in dyslexia, MTSS, and related topics by September 30, 2027. 

Curriculum Transparency and Approved Materials

The Michigan Department of Education has published a list of literacy curricula aligned to science of reading standards. Districts using curriculum not on the approved list must notify parents in writing or risk reductions in state funding. This transparency requirement increases oversight and reinforces alignment to research-based literacy practices across districts.

State Literacy Funding: 2019–2025 Investments

Michigan has supported literacy reform with sustained financial investment. Funding highlights include:

  • Approximately $241 million for early literacy coaches deployed through Intermediate School Districts to support K–3 teachers
  • Approximately $139 million for additional instructional time for Pre-K through grade 5 students identified as needing support
  • Approximately $34 million for LETRS training aligned to science of reading practices
  • $87 million in FY 2025 (Section 35m) for the Committee for Literacy Achievement grant supporting vetted literacy curricula, interventions, and professional development
  • $10 million in FY 2025 (Section 35n) for the competitive READ Innovation Grant
  • $16 million through a multi-year Comprehensive Literacy State Development Grant

FY 2026 Budget: Early Literacy Allocations

Michigan’s 2026 K–12 education budget includes increased per-pupil funding and a significant allocation for early literacy. The budget carved out $122 million specifically for early literacy initiatives. Approved literacy-related allocations include:

  • $42 million for early literacy coaches at ISDs (Section 35a(4)), funded at $125,000 per coach with a minimum of two per ISD
  • $10 million for LETRS training through Lexia Learning (Section 35a(10))
  • $64.4 million for research-based, high-quality early literacy materials through Section 35m
  • $65 million one-time funding for small K–3 class sizes in high-poverty pilot districts
  • $5 million for the Michigan Education Corps and Reading Corps
  • $1.6 million for the MiMTSS Technical Assistance Center
  • $1 million for Orton-Gillingham programs

Proposed “Every Child Reads” Plan

Governor Whitmer’s proposed “Every Child Reads” initiative, as reported by Chalkbeat, includes expanded investments in literacy training, coaching, curriculum adoption, preschool access, and tutoring. Proposed investments include:

  • $50 million to expand LETRS training statewide
  • $10.5 million for additional regional literacy coaches
  • $7.6 million for professional learning on science of reading and MTSS
  • $100 million in grants for science of reading-aligned curriculum
  • $138.1 million to expand preschool slots
  • $25 million for new preschool classrooms
  • $100 million for high-impact tutoring
  • $135 million for extended learning programs

Although not yet approved, the proposal signals continued emphasis on early literacy as a statewide priority.

District Compliance and Implementation

Michigan districts must respond across compliance, instruction, and funding planning simultaneously.

Literacy Law Deadlines and Ongoing Requirements

Michigan’s literacy reforms include defined deadlines and annual requirements.

  • By August 1, 2027, districts must ensure their screening and progress-monitoring systems include reliable and valid universal dyslexia screening tools
  • By September 30, 2027, teacher preparation programs must incorporate instruction on dyslexia, MTSS, and related literacy practices

Beginning in the 2027–28 school year, districts must fully implement:

  • Screening requirements
      • Three-times-per-year dyslexia screening for all K–3 students
      • Screening for struggling readers in grades 4–12
      • Screening for eligible English learners, including in native language where appropriate
  • Instruction and intervention requirements
      • Evidence-based intervention delivered within an MTSS framework
      • Literacy instruction aligned to science of reading principles and structured literacy
      • Curriculum materials focused on foundational skills and grade-level standards
  • Staffing and reporting requirements
  • Certification to MDE that literacy staff have completed required professional learning
  • Maintenance of individual reading improvement plans for students identified with reading deficiencies
  • Reporting on literacy coach deployment and training completion

Section 31a and Section 35m Funding Requirements

Districts must align literacy systems with funding expectations.

Section 31a at-risk funding requires districts to use evidence-based intervention and an MTSS framework to address learning gaps. Clear documentation of tiered supports and consistent progress monitoring strengthens compliance and funding stability.

Section 35m literacy materials grants support the purchase of Tier 1 curriculum, early literacy intervention materials, and professional development aligned with state-approved guidance. These funds must be spent by September 30, 2026.

Moving Michigan Reading Forward

Michigan’s early literacy crisis has prompted a coordinated reform effort that connects legislation, funding, curriculum oversight, dyslexia screening, MTSS enforcement, professional learning, and assessment accountability.

District leaders who approach this work as a unified system will be better positioned to:

  • Strengthen foundational literacy instruction
  • Close early reading gaps through structured intervention
  • Maintain compliance with Michigan literacy law
  • Protect Section 31a and Section 35m funding
  • Improve M-STEP reading proficiency over time

Michigan’s literacy strategy is comprehensive. The next phase depends on how effectively districts translate policy expectations into consistent classroom practice that helps students master state standards and build strong reading foundations.

Progress Learning’s Literacy Support for Michigan Schools

As districts align to Michigan’s dyslexia screening mandates, MTSS requirements, Section 31a funding expectations, and M-STEP accountability measures, they need systems that connect screening follow-up, targeted intervention, and progress monitoring.

Progress Learning supports Michigan districts by:

  • Reinforcing foundational reading skills aligned to science of reading principles
  • Supporting MTSS implementation through adaptive intervention and targeted remediation
  • Providing progress monitoring and reporting tools that assist with Section 31a documentation
  • Delivering Michigan standards-aligned practice that prepares students for M-STEP ELA assessments
  • Supporting individualized study plans that address specific skill gaps identified through screening and classroom data

Get in touch below to see how Progress Learning’s platform can support literacy in your district.

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