An Instrumental Case Study of Michigan's Read by Grade Three Law in a Suburban School District

Abstract

Learning to read by the end of third grade is a pathway to a successful life (Keesler, 2019). Research by the Annie E. Casey Foundation shows that students who are not reading proficiently by the end of third grade are four times more likely to drop out of high school and are ineligible for a majority of jobs in the United States (Hernandez, 2012). In 2016, Michigan signed Public Act 306 into law, more commonly known as the Read by Grade Three law, which re-emphasized the importance of literacy in Michigan public schools with a multi-faceted approach. The research in this study used qualitative data from interviews with key stakeholders in a suburban public school district in Michigan, professional development records from the school district, and curricular records and artifacts to explore the impact of this law on literacy instruction in one suburban school district. This instrumental case study investigated how Michigan’s Read by Grade Three law is impacting instructional literacy practices in a suburban school district. Further, perceptions and perceived effectiveness of the law on student growth in literacy from teachers and administrators were examined. Implications of this study as well as recommendations for future research are provided.