Respected education historian Diane Ravitch looks at the so-called miracles wrought by “Science of Reading” in the South, and she finds something not quite so miraculous. Reposted with permission.
I begin by saying for the zillionth time that I do not believe in miracles or panaceas in education. There is not one way of teaching that is just right for all students. Teachers know this. And yes, I believe in the value of phonics as part of teaching reading.
I am not a proponent of the “science of teaching,” because I do not believe that there is only one best way to teach reading or math or science or history. I do not believe that legislators in the state or Congress should mandate HOW to teach. Well-prepared, experienced teachers know how to teach and are at their best when they have reasonable class sizes so they can give extra time to students who can’t keep up.
When state legislators start telling surgeons how to operate on patients, let me know.
Home life affects learning outcomes. All standardized tests show that family income affects test scores; the kids from the wealthiest families are typically at the top, while the kids who grow up in poverty typically have the lowest scores.
This is not because rich kids are inherently better than poor kids but because rich kids have advantages associated with family income, such as educated parents, regular medical care, good nutrition, economic security, better -funded schools, smaller class sizes, and predictability about where and how they live.
Poor kids often do not have these advantages because they are poor. The person who said it best and pulled together the data is Richard Rothstein, in his important book, Class and Schools. I first read it in 2007, and it was pivotal in changing my views about educational achievement and score gaps, and their causes.
Mississippi–and also Louisiana and Alabama–have been hailed for their improved reading scores on the NAEP. Fourth-grade scores have improved impressively. I am very happy for them. I have no doubt that their teachers work very hard and are not paid as well as they should be.
But I looked for an external monitor to see if there had been a “miracle.” A long-lasting miracle, based on their adoption of the “science of reading.” And I landed on the ACT, because in nine states (including Mississippi), 100% of students take the same test.
Mississippi started giving ACT to all juniors in 2015. First cohort for the “reform” hit 11th grade in 2022. If reading had improved dramatically, it should be reflected in rising ACT scores for the state’s students.
Here are the Mississippi scores:
Average ACT Composite Scores for Mississippi (Junior Year Administration)
- 2025: 17.5
- 2024: 17.4
- 2023: 17.5
- 2022: 17.4
- 2021: 17.3
Key Trends and Data
- Graduating Class of 2023: Average composite score was 17.6.
- 2024 Graduates: Average score was 17.7.
- Participation: Mississippi typically reports 100% participation due to statewide testing, which contributes to a lower average compared to states with lower, self-selected participation rates.
- Demographics: As of 2025, 9.5% of juniors met all four ACT readiness benchmarks.
In states like Mississippi, Alabama, and Louisiana, the average score for Black students typically ranges from 15.0 to 16.5, roughly following national averages for this demographic (which was 16.0 in 2024).
As of 2025 and 2026, nine states have maintained 100% ACT participation because they mandate the test for all public high school graduates.
States with 100% ACT Participation
- Alabama
- Arizona
- Kentucky (Note: Kentucky plans to switch to the SAT in Spring 2026)
- Louisiana
- Mississippi
- Nevada
- Oklahoma
- Tennessee
- Wyoming
Recent and Upcoming Changes
Illinois: Switched to the ACT as its mandatory college entrance exam starting in the 2024-2025 school year, making it a graduation requirement for all public high school students.
South Dakota: Scheduled to join the list of states requiring the ACT starting in the 2025-2026 school year.
Nebraska: Frequently reports near-universal participation (often cited at 95-100%) due to state-funded testing initiatives. [1, 2, 3, 4, 5]
Why Participation is 100%
In these states, the ACT is typically used as a statewide accountability assessment. The exam is provided for free during regular school hours, ensuring that every student—regardless of their college plans—takes the test. This leads to more equitable access but often results in lower statewide average scores compared to states where only high-achieving, college-bound students self-select to take the exam.
You can check the ACT State-by-State Average Scores on the official ACT Website.