On my way home from work, I passed by an elementary school and saw a banner on the playground fence that read, "Read 20 minutes a day." The October evening sunlight made the letters stand out particularly clearly. In front of it, I suddenly recalled the phrase "Mississippi Miracle," which I've been hearing from other states lately.

Mississippi has long been at the bottom of the education rankings. However, in the 2024 National Assessment of Educational Progress (NAEP), the average reading score for 4th graders was 219, which is higher than the national average of 214.

This is the first time that 4th graders have surpassed the national average in reading. Between 2013 and 2024, the growth in reading and math scores for 4th graders was the largest in the nation. Looking at the numbers alone, it's not an exaggeration to call it a miracle.

So, what caused this change? The most frequently mentioned factor is the Literacy-Based Promotion Act, which was passed in 2013. This law took effect starting in the 2014-15 school year.

The core principle is simple. If a student does not pass the reading test at the end of 3rd grade, they cannot advance to 4th grade and must repeat 3rd grade. This is known as the 3rd grade retention policy.

The initial standard was level 2 out of 5. However, due to a law amendment in 2016, the standard was raised to level 3 starting in the 2018-19 school year.

Students are not limited to just one testing opportunity. If they fail the spring test, they can retake it twice more in May and June.

Students with disabilities, English learners, and those who have been retained previously can advance under "justifiable reasons" exceptions. This means it is not a system that holds everyone back unconditionally.

Recent figures show that the pass rate for the 3rd grade reading test in the 2024-25 school year was 85%, including retakes. Looking only at the first test, the pass rate was 77.3%, the highest ever recorded. In fact, only 6% of 3rd graders were retained.

In the 2018-19 school year, 10% of 3rd graders were retained, so the percentage has been steadily decreasing since then. I was quite surprised when I first saw that number—one in ten.

This brings us to a point that many people are curious about. Did the increase in scores result from retention, or did retention change the composition of the students taking the test, making it appear that scores improved?

The argument from critics is as follows. If struggling readers remain in 3rd grade, the 4th grade NAEP test-takers will be relatively stronger students, and older students, which could create an illusion of rising averages.

In fact, an analysis published by the Thomas B. Fordham Institute raised this issue. However, the author later corrected himself after comparing the average ages of test-takers, stating that retention was not the main reason for the increase in 4th grade scores.

There is also evidence on the opposing side. Researchers Kirsten Slungor Murma and Marcus Winters compared students who were just above and below the passing threshold in 3rd grade during the 2014-15 school year.

The results showed that retained students had significantly higher English (ELA) scores when they reached 6th grade. There were no significant differences in math scores, absenteeism, or special education classifications.

However, this comparison should be considered with the understanding that retained students had an additional year of learning. Additionally, there are concerns that retention is not uncommon even before 3rd grade, between kindergarten and 2nd grade in Mississippi.

Therefore, it is difficult to explain everything solely through the retention policy. The same law includes provisions for creating individual reading plans for students who struggle with reading.

They added a reading instruction test to the teacher qualification exam and sent reading coaches to schools to help change teaching methods. Shifting to phonics-based education is part of this trend.

Research trends are also mixed. Past studies often suggested that retention was not very helpful and could be harmful in the long run.

However, recent studies over the past decade have shown that focused instruction in early grades can have positive effects. Ultimately, what matters is not just holding students back but what is done during that additional year.

Perhaps that's why more than 20 states now have laws requiring or allowing the retention of 3rd graders who do not meet reading standards. Mississippi has become a model in this regard.

From a parent's perspective, it becomes a complex issue. The idea of our child being separated from friends to repeat a year is not something that can be easily explained with numbers.

Especially for families that speak Korean at home, it would be wise to discuss with the school whether the exception for English learners applies. The conditions and procedures for exceptions are outlined in materials from the state education department.

If your child is between kindergarten and 3rd grade, please do not overlook the reading assessment results sent home from school. It is important to directly ask the homeroom teacher whether an individual reading plan has been created and what kind of instruction is being provided.

In my opinion, the retention policy serves as a warning signal. The essence of the miracle lies in the daily reading instruction accumulated in the classroom before that warning light turns on.

Simply transplanting retention alone to another state could leave children with scars. I would cast my vote for the idea that coaching, teacher training, and early diagnosis must go hand in hand.

On my way back, I looked at that banner again. The phrase "20 minutes a day" seemed more honest than any legal provision.

This evening, why not sit down with your child or grandchild and open a book together? The debate over numbers is for adults, and what a child truly needs is someone to read to them.