Mississippi’s landmark 2013 Literacy-Based Promotion Act became one of the most celebrated education reforms in the country, helping the state climb from 49th to 21st in fourth-grade reading on the National Assessment of Educational Progress (NAEP). Now, the state is turning its attention to the grades that come next.
Senate Bill 2487, which passed the Mississippi Senate in February 2026 and is now before the House, would expand the state’s evidence-based literacy framework into grades 4 through 8. The bill represents a significant extension of a model that many other states have looked to replicate — and it carries important implications for companies building reading intervention products for the middle grades. (See PDF summary here or at the end of this article.)
What the Bill Does
At its core, SB 2487 seeks to build on Mississippi’s success with younger students by creating a parallel system of supports for adolescent readers who continue to struggle. The bill’s key provisions include:
- Universal screening three times per year. All public school students in grades 4–8 would be assessed using literacy screeners to identify those at risk for reading difficulties, with diagnostic assessments required for students flagged with deficiencies.
- Individual reading plans with parent involvement. Students identified with a significant reading deficiency would receive an Individual Reading Plan (IRP) developed collaboratively by teachers, interventionists, school leaders, and parents — with written notification to families within 15 days of identification.
- Tiered, evidence-based interventions. The Mississippi Department of Education would be required to develop and implement an evidence-based program of literacy intervention for grades 4–8, grounded in the science of reading. This includes structured literacy courses for students in grades 6–8 that could carry course credit.
- Professional development aligned to structured literacy. The state would provide a system of support — including literacy coaches, dyslexia therapists, interventionists, and tutors — to ensure educators have the knowledge and skills to serve struggling readers in the middle grades.
- A ban on balanced literacy models. Consistent with the broader national trend, the bill explicitly prohibits the teaching of balanced literacy approaches, including the three-cueing system (MSV), in grades 4–8.
- A retention provision at grade 8. Students who fail to pass the grade 8 statewide reading assessment would face retention, with exceptions provided for qualifying circumstances.
- Identification of Middle Literacy Support Schools (M-LSS). The Department of Education would develop a formula to identify schools in need of targeted support based on reading proficiency data from the Mississippi Academic Assessment Program (MAAP).
Why It Matters Beyond Mississippi
Mississippi’s approach matters for two reasons that extend well beyond state lines.
First, the bill signals a growing recognition that early literacy interventions — while essential — aren’t enough on their own. Many students arrive in the middle grades with unaddressed reading difficulties, particularly as the cognitive demands of reading shift from decoding to comprehension across content areas. By legislating structured interventions for grades 4–8, Mississippi is acknowledging that the work of building proficient readers doesn’t end at third grade.
Second, the emphasis on evidence-based programs is consistent with a broader national trend. States like Michigan, Texas, Florida, Arizona, and California have all moved toward formalizing evidence requirements for literacy materials and interventions. Mississippi’s bill explicitly requires that interventions be scientifically researched and evidence-based — language that aligns closely with ESSA’s framework for evaluating program effectiveness.
For reading intervention companies, this is the landscape taking shape: states are not simply recommending evidence-based products. They are increasingly requiring them by statute, and building approval and funding mechanisms that reward companies with documented research behind their tools.
What This Means for EdTech Companies
If your company develops reading intervention products for the middle grades, Mississippi’s bill — and the national pattern it reflects — reinforces several strategic priorities.
Build your evidence base incrementally. States are rewarding progress across the evidence continuum. Even Tier 4 (Demonstrates a Rationale) documentation signals that a product’s design is grounded in research. Tier 3 (Promising) and Tier 2 (Moderate) evidence carry more weight and open more doors, but waiting for a perfect study means missing opportunities that exist now.
Understand what “evidence-based” means in policy. When a state bill says “scientifically researched and evidence-based,” it’s often drawing on the ESSA framework — which defines four tiers of evidence, each with distinct research requirements. Knowing where your product stands in that framework is essential for navigating approval lists, procurement conversations, and RFP responses.
Pay attention to state-specific requirements. Mississippi’s M-LSS designation, screening mandates, and structured literacy course requirements will shape what kinds of products schools need and how they evaluate them. Products that align with the specific provisions of a bill — not just the general spirit of evidence-based practice — will be best positioned for adoption.
Don’t underestimate the timeline. The bill is currently in the Mississippi House, referred to both the Education and Appropriations committees. If it passes, implementation will follow, and districts will begin seeking compliant products. Companies that have their research documented and certified before those procurement cycles begin will have a meaningful advantage.
The Bigger Picture
Mississippi has earned its reputation as a state that takes literacy policy seriously, backs it with resources, and holds the line on implementation. SB 2487 represents the next chapter of that commitment — extending evidence-based practices into the middle grades where too many students still struggle.
For the broader education community, it’s a reminder that the science of reading movement is not slowing down. It’s expanding in scope, deepening in rigor, and producing legislation that directly shapes the market for instructional products.
At LXD Research, we help education companies navigate this evolving landscape — from documenting a product’s theoretical foundation to designing and conducting the efficacy studies that meet state and federal evidence standards. If you’re building tools for literacy intervention and want to understand how to position your research for states like Mississippi, we’d welcome the conversation.
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