When students are unable to read by the end of third grade, their risk of falling behind academically grows exponentially. In fact, research shows that nearly nine out of ten high school dropouts were struggling readers in third grade. Students who are not reading proficiently by the end of third grade are four times more likely to drop out of high school, and high school dropouts are not eligible for 90 percent of jobs in the U.S. economy. To address this issue and ensure all students become capable readers by the end of third grade, many states have passed comprehensive K-3 reading policies, including Mississippi. In 2013, the state established the Literacy-Based Promotion Act (LBPA). The law was to ensure a comprehensive approach to teaching all children to read starting as early as kindergarten. The true spirit of the law is to identify K-3 students who need additional help in reading as early as possible and to provide effective instruction and intervention to ensure they read on grade level by the end of third grade. In 2016, the law was amended to include individual reading plans for students identified with a reading deficiency, and a higher cut score was established for third-grade promotion. Additionally, it required teacher candidates to pass a foundational reading test for certification to ensure they have the knowledge and skill to teach all students to read. Since Mississippi enacted the LBPA in 2013 the state's fourth-grade National Assessment of Educational Progress (NAEP) reading scores have substantially improved. In 2013, 21 percent of fourth graders were proficient in reading, and by 2017, 27 percent of fourth graders were reading proficiently: a 6-percentage point increase. Mississippi also decreased the percentage of fourth graders scoring below basic by 7 percentage points, going from 47 percent scoring below basic to 40 percent. Furthermore, Mississippi is second in the nation in learning gains. ExcelinEd contracted with RMC Research Corporation to conduct a study to better understand Mississippi stakeholders' perceptions of and experiences with the LBPA. The questions of interest were as follows: (1) What support strategies and technical assistance do the Mississippi Department of Education (MDE) and school districts provide to improve K-3 literacy? (2) What are teachers' perceptions of the LBPA? (3) What recommendations do stakeholders have for improving the implementation process? and (4) What impact has the LBPA had on districts and schools?