Michigan’s standardized test results released Friday show continued declines in student reading proficiency, particularly among younger grades. Third-grade English Language Arts proficiency decreased to 38.2% from 38.9% the previous year, representing the lowest performance in the M-STEP exam’s 12-year history. Reading scores for fourth through seventh graders also declined, with only 44% of students in grades 3-8 demonstrating proficiency in the subject.
State Superintendent Glenn Maleyko, who assumed leadership of the Michigan Department of Education last December, acknowledged the concerning trends and emphasized the need for improvement across all subjects and grade levels. The test results, based on assessments administered in spring 2026, revealed that most proficiency rates remained relatively flat compared to prior-year results, with the majority of changes falling within one to two percentage points. Mathematics proficiency rates stood at 35.5% for grades 3-8, though some individual grades showed gains while others declined or remained stable.
Despite the overall downward trend, some districts reported modest improvements. Detroit Public Schools, the state’s largest district, achieved gains in both reading and mathematics, with third-grade reading proficiency rising from 12.9% to 14.1% and math proficiency increasing from 15.7% to 20.1%. Grand Rapids and Lansing School District also reported mixed results, with some grades showing progress while others experienced declines.
The Michigan Department of Education indicated it is implementing multiple initiatives to address proficiency gaps, including the planned release of a Mathematics Framework this fall and the establishment of a STEM-focused committee. New legislation requires school districts to adopt evidence-based reading instruction and screen students for dyslexia characteristics by the 2027-2028 school year. Elementary teachers must complete science of reading training by the 2031-2032 school year, with state support available for curriculum adoption and professional development.
Department officials cautioned that standardized test scores represent only one measurement of student achievement and that a single assessment does not definitively determine whether students lack foundational skills in reading or mathematics.
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