Michigan Schools Defy Trends with Rising Third Grade Reading Scores

Michigan’s third graders continue to face challenges in reading proficiency, with a significant decline in scores reported over recent years. According to newly released data from the state, only 38.9% of third graders scored proficient or higher on the spring 2025 M-STEP assessment. This marks a concerning trend for educators and policymakers who recognize third grade reading proficiency as a critical milestone for future academic success. Despite these statewide struggles, several public schools in Michigan have bucked the trend, showing notable progress.

An analysis by the Detroit Free Press indicates that specific districts have successfully improved their reading scores over the past six years. Interviews with school leaders reveal common strategies that contributed to their success. These schools implemented comprehensive plans focused on early reading instruction reform and actively engaged both students and parents in the learning process.

Successful Strategies in Action

For instance, in Romulus Community Schools, the percentage of third graders achieving proficient scores rose to 43%, an increase from 34% in 2019. This improvement has allowed the district to surpass the statewide average for the first time since the M-STEP was introduced over a decade ago. Superintendent Benjamin Edmondson emphasized that the positive outcomes are closely linked to the district’s funding and strategic planning.

In the school year prior, the district recorded that 22% of economically disadvantaged third graders scored advanced on the reading test, up from 14% before the pandemic. Edmondson noted, “That growth is telling us that with each year, with each step that we’re taking as educators, we’re closing that gap for students.” This progress is attributed to continuous monitoring of student performance and restructuring literacy curriculum, alongside the introduction of targeted interventions.

Community Engagement and Innovative Approaches

Similarly, at Hillcrest Elementary School in Dearborn Heights, Principal Nassrine Saad has fostered a school environment that prioritizes both academic achievement and the social-emotional well-being of students. With over 80% of Hillcrest’s students classified as economically disadvantaged, the school has achieved remarkable results, with approximately 56% of its disadvantaged third graders scoring proficient or higher on the state reading test—more than double the state proportion.

Saad described her role as a principal over the past five years as a journey towards holistic improvement. By hosting monthly events for parents, she ensures that families are engaged in their children’s education, regardless of language barriers. The school also provides books for students to take home, enhancing family reading time.

At Buchanan Elementary in Livonia, Principal Jennifer Wilson has established a culture of resilience, promoting the belief that “We can do hard stuff.” This ethos has translated into impressive results, with 72% of third graders passing the test in 2025, compared to 52% in 2019. Among economically disadvantaged students, proficiency levels have risen from 42% to 57% during the same period.

Buchanan’s success is attributed to a long-term commitment to reforming reading instruction. The school assesses students regularly and organizes them into small groups for tailored support, aligning with the science of reading principles.

Meanwhile, Walden Green Montessori, a charter school near Grand Haven, has focused on enhancing outdoor learning experiences, which have coincided with significant improvements in reading scores. In 2019, 44% of third graders scored proficient or higher, but that figure leaped to 79% in 2025. Director Mark Roessing attributed this success to the school’s emphasis on student engagement and reduced screen time, highlighting the benefits of outdoor activities on cognitive development.

As Michigan’s public schools navigate an unpredictable budget season, the successes observed in these districts underscore the importance of strategic planning and community involvement in driving academic achievement. With state lawmakers yet to finalize the education budget—typically set by July—educators remain hopeful that continued investment will support further advancements in student performance.