{"id":19169,"date":"2025-11-19T08:01:48","date_gmt":"2025-11-19T13:01:48","guid":{"rendered":"https:\/\/progresslearning.com\/?p=19169"},"modified":"2025-11-19T08:01:29","modified_gmt":"2025-11-19T13:01:29","slug":"arkansas-third-grade-reading-law-2025-2026","status":"publish","type":"post","link":"https:\/\/progresslearning.com\/news-blog\/arkansas-third-grade-reading-law-2025-2026\/","title":{"rendered":"Understanding Arkansas\u2019s New Third Grade Reading Law for 2025 to 2026"},"content":{"rendered":"<p><span style=\"font-weight: 400;\"><a href=\"https:\/\/progresslearning.com\/schools-districts\/arkansas\/elementary-school\/\">Arkansas<\/a> is implementing major changes to third grade reading requirements beginning in the 2025 to 2026 school year. These updates will affect promotion decisions, intervention planning, and how schools support early literacy at every grade level. The goal is simple but significant: ensure all students can read on grade level by the end of third grade.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Below is a complete guide to what is changing, why the state is making this shift, and what schools can do to prepare.<\/span><\/p>\n<h2><b>What Is the Issue?<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Beginning in 2025 to 2026, third grade reading performance on the ATLAS assessment will determine whether a student is ready for promotion. ATLAS places students into four achievement levels:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Level 1<\/b><span style=\"font-weight: 400;\">: Limited skills<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Level 2<\/b><span style=\"font-weight: 400;\">: Basic understanding<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Level 3<\/b><span style=\"font-weight: 400;\">: Proficient understanding<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Level 4<\/b><span style=\"font-weight: 400;\">: Advanced understanding<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Students scoring <\/span><b>below Level 2<\/b><span style=\"font-weight: 400;\"> will automatically enter a support process. This includes an approved reading screener, an Individual Reading Plan (IRP), targeted intervention, and summer learning opportunities when required or recommended based on student need.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The most notable change is that <\/span><b>students scoring in Level 1 are at risk of retention<\/b><span style=\"font-weight: 400;\">. Level 1 reflects limited foundational skills, including difficulty decoding, reading fluently, and comprehending grade-level text, which signal that additional time and support may be needed before advancing.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Retention is not immediate or automatic. It is used only after documented intervention and only if a student does not qualify for one of Arkansas\u2019s <\/span><b>good cause exemptions<\/b><span style=\"font-weight: 400;\">, which include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Students with disabilities or pending special education referrals<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">English language learners<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Students with IEPs or 504 plans<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Students previously retained<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Students enrolled in intensive literacy intervention programs<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">These exemptions help ensure the policy does not unfairly penalize students whose needs require more specialized support.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">However, the impact could still be far-reaching. Based on historical data, more than <\/span><b>30 percent<\/b><span style=\"font-weight: 400;\"> of Arkansas third graders score below Level 2, and NAEP results show nearly <\/span><b>40 percent<\/b><span style=\"font-weight: 400;\"> of Arkansas fourth graders score below basic in reading. This underscores the urgency behind the state\u2019s shift.<\/span><\/p>\n<h2><b>How Did We Get Here?<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">The new requirements reflect years of statewide effort to strengthen early literacy.<\/span><\/p>\n<h3><b>Arkansas Right to Read Act (2017)<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">This legislation began Arkansas\u2019s transition to the <a href=\"https:\/\/progresslearning.com\/news-blog\/understanding-the-science-of-reading\/\">science of reading<\/a>. It established the training and instructional expectations now common across the state. It required:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">K-6 teacher proficiency in science of reading practices<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Evidence-based literacy instruction in all classrooms<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Early screening for reading difficulties<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Foundational literacy skill development<\/span><\/li>\n<\/ul>\n<h3><b>Literacy Changes Under the LEARNS Act (2023)<\/b><\/h3>\n<p><span style=\"font-weight: 400;\"><a href=\"https:\/\/progresslearning.com\/news-blog\/the-arkansas-learns-act-what-is-it-and-how-can-schools-prepare\/\">LEARNS expanded and intensified literacy expectations<\/a>. The components most relevant to third grade promotion include:<\/span><\/p>\n<ul>\n<li aria-level=\"1\"><b>Third Grade Retention Starting in 2025 to 2026<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Retention applies only when students do not demonstrate reading proficiency and do not qualify for exemptions.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Literacy Coaches for K-3 Teachers in D and F Rated Schools<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Coaches help teachers strengthen foundational literacy instruction, phonics routines, small-group planning, intervention systems, and data use.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Individual Reading Plans for Students in K-4<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Any student not proficient in reading must have an IRP with diagnostics, intervention schedules, progress monitoring, and parent communication.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Literacy Tutoring Grants<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">A $500 grant program helps families access additional tutoring support.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Stronger Accountability and Enforcement<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Schools must use state-approved screeners, document intervention efforts, and show evidence of science of reading aligned practice.<\/span><\/p>\n<h2><b>Why This Is Happening: Arguments For and Against<\/b><\/h2>\n<h3><b>The Case for the New Requirements<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Arkansas is modeling its approach after Mississippi, which produced one of the most dramatic literacy turnarounds in the country in recent years. <a href=\"https:\/\/progresslearning.com\/schools-districts\/mississippi\/elementary-school\/\">Mississippi<\/a> rose from <\/span><b>49th nationally in fourth grade reading in 2013 <\/b><span style=\"font-weight: 400;\">to among the<\/span><b> top 20 states by 2023<\/b><span style=\"font-weight: 400;\">, credited to:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Early screening<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Third grade retention policies<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Literacy coaching<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Systematic foundational literacy instruction<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Strong parent communication<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Supporters believe Arkansas can replicate Mississippi\u2019s success by adopting similar structures.<\/span><\/p>\n<h3><b>The Case Against<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Critics worry the policy is too broad and could affect too many students immediately. Retention can create academic and social challenges when implemented at scale. Concerns also center on transitions from year to year if retention numbers are too high and overload certain grade levels compared to others.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">State leaders have emphasized that <\/span><b>retention is a last resort<\/b><span style=\"font-weight: 400;\">, and that screeners, IRPs, summer school, tutoring grants, and exemptions are designed to prevent widespread retention while still promoting stronger early literacy. Their idea isn&#8217;t simply to indiscriminately retain students based on test scores, it&#8217;s to meet students where they are with the right support.<\/span><\/p>\n<h2><b>Understanding ATLAS and What Level 1 Means<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">ATLAS plays a central role in promotion decisions, so understanding what it measures helps schools prepare effectively. ATLAS is part of the statewide Arkansas assessment system developed by the University of Kansas\u2019s ATLAS division, and it replaces the former ACT Aspire assessment.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">ATLAS assesses:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Phonological awareness<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Phonics and word recognition<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Fluency<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Vocabulary<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Literary and informational comprehension<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Text analysis and evidence use<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Students scoring in <\/span><b>Level 1<\/b><span style=\"font-weight: 400;\"> typically show limited decoding ability, weak fluency, difficulty with grade-level text, and gaps in vocabulary and comprehension.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Compared to earlier state assessments, ATLAS offers a clearer picture of foundational skills, allowing teachers to identify needs earlier and align instruction and intervention more efficiently.<\/span><\/p>\n<h2><b>What Can Schools Do To Prepare?<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Arkansas provides strong support for districts preparing for the new requirements. Schools can begin building readiness now.<\/span><\/p>\n<h3><b>Use the State\u2019s Third Grade Promotion Toolkit<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">The toolkit includes timelines, IRP templates, screening guidance, sample parent letters, and clear expectations for documentation. This is the most comprehensive roadmap for preparing districtwide systems.<\/span><\/p>\n<h3><b>Leverage Literacy Coaches in D and F Rated Schools<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Coaches can support phonics instruction, foundational literacy routines, small-group instruction, MTSS structures, and progress monitoring systems. They are a key resource for aligning instruction to the science of reading.<\/span><\/p>\n<h3><b>Strengthen Individual Reading Plans Early<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">IRPs should begin as soon as risk is identified in K-4. Strong plans include diagnostic data, targeted reading goals, scheduled interventions, family communication, and frequent checkpoints.<\/span><\/p>\n<h3><b>Prioritize Science of Reading Instruction<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Foundational literacy should be central to daily instruction. Schools should reinforce:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Phonological and phonemic awareness<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Explicit, systematic phonics<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Decoding and encoding practice<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Fluency routines<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Vocabulary development<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Comprehension through knowledge-rich texts<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Tools such as Progress Learning can support these efforts by reinforcing science of reading aligned foundational literacy and phonics practice within daily instruction.<\/span><\/p>\n<h3><b>Build Strong Intervention Systems<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">A clear MTSS structure helps schools respond quickly when students show risk. Intervention should be scheduled intentionally, use evidence-based materials, and include frequent progress checks. Platforms like Progress Learning can <a href=\"https:\/\/progresslearning.com\/our-products\/liftoff-adaptive-intervention-2-8\/\">strengthen intervention by providing adaptive practice<\/a> that identifies specific skill gaps and guides <a href=\"https:\/\/progresslearning.com\/solutions\/online-remediation-platform\/\">targeted remediation<\/a>.<\/span><\/p>\n<h3><b>Use Standards Aligned Practice and Data Tools<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Consistent, high quality practice helps solidify <a href=\"https:\/\/progresslearning.com\/solutions\/supplemental-phonics-program\/\">foundational literacy<\/a> and prepares students for ATLAS tasks. High quality tools, including Progress Learning, provide standards aligned practice proven to strengthen reading performance and give teachers real-time data to adjust instruction.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The new third grade reading requirements mark a significant shift for Arkansas schools, but they also present an opportunity to strengthen early literacy statewide. While retention policies receive the most attention, the state\u2019s true focus is improvement through early identification, effective instruction, and targeted intervention.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Schools that begin preparing now will be better positioned to support students well before they reach the high stakes third grade reading threshold. With strong instructional systems and high quality tools, Arkansas educators can help every child build the foundational skills needed for long-term success.<\/p>\n<p>Schedule time to meet with Progress Learning&#8217;s Arkansas experts below.<\/span><\/p>\n<script charset=\"utf-8\" type=\"text\/javascript\" src=\"\/\/js.hsforms.net\/forms\/embed\/v2.js\"><\/script>\r\n<script>\r\n  hbspt.forms.create({\r\n    region: \"na1\",\r\n    portalId: \"23272034\",\r\n    formId: \"3bd16ddb-4120-40f2-ae04-334b789b41ff\"\r\n  });\r\n<\/script>\n","protected":false},"excerpt":{"rendered":"<p>Arkansas is implementing major changes to third grade reading requirements beginning in the 2025 to 2026 school year. These updates will affect promotion decisions, intervention planning, and how schools support early literacy at every grade level. The goal is simple but significant: ensure all students can read on grade level by the end of third [&hellip;]<\/p>\n","protected":false},"author":30,"featured_media":19170,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"content-type":"","_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"Arkansas is raising the bar for early literacy. \ud83d\udcda Starting in 25\u201326, 3rd graders must show basic reading proficiency on ATLAS to move ahead. Learn what\u2019s changing and how schools can prepare to support every reader. #ArkansasEd #ScienceOfReading","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[304],"tags":[],"class_list":["post-19169","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-arkansas"],"acf":[],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/progresslearning.com\/wp-content\/uploads\/2025\/11\/Blog-Understanding-Arkansass-New-Third-Grade-Reading-Law-for-2025-to-2026.webp","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/posts\/19169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/users\/30"}],"replies":[{"embeddable":true,"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/comments?post=19169"}],"version-history":[{"count":2,"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/posts\/19169\/revisions"}],"predecessor-version":[{"id":19172,"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/posts\/19169\/revisions\/19172"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/media\/19170"}],"wp:attachment":[{"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/media?parent=19169"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/categories?post=19169"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/progresslearning.com\/wp-json\/wp\/v2\/tags?post=19169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}