Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Educational Policy | 1 |
| Emergent Literacy | 1 |
| Grade 3 | 1 |
| Interviews | 1 |
| Policy Analysis | 1 |
| Political Attitudes | 1 |
| Reading Achievement | 1 |
| Reading Skills | 1 |
| Stakeholders | 1 |
| State Legislation | 1 |
| State Policy | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Publication Type
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
Location
| Michigan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkAmy Cummings; Katharine O. Strunk; Craig De Voto – Grantee Submission, 2021
In recent years, many states have adopted policies to ensure students are reading proficiently by third grade. This kind of policy transfer across states is not a unique phenomenon; researchers have documented analogous proliferations of similar policies both in and outside the field of education. However, there has been little attention paid to…
Descriptors: State Policy, Educational Policy, Reading Achievement, Reading Skills
