In each of Tulsa’s largest school districts, more than a quarter of third graders scored at the lowest level on reading tests last year. Under Oklahoma’s newest literacy standards, those scores will force students to repeat a grade.
Gov. Kevin Stitt signed a $26 million bill into law this week revamping Oklahoma’s early literacy policies. A centerpiece of the legislature’s “literacy session,” Senate Bill 1778 brings back third- grade retention for those who can’t meet reading benchmarks and funds multi-tiered interventions in first and second grade.
“We definitely appreciate the state’s commitment to ensuring all kids are reading by third grade,” said Kelly Kane, executive director of early childhood education at Tulsa Public Schools. “And putting retention back into the Strong Readers Act certainly presents a lot that we have to contend with.”
Beginning in the 2027-28 school year, annual state testing will have greater consequences for third graders. Students with “below basic” proficiency on English Language Arts assessments, or who fail to meet a similar standard on an alternative state-approved test, would face retention.
Last year, 62% of TPS third graders scored below basic on state English Language Arts assessments. About 48% at Union Public Schools performed at the same level, according to Oklahoma Report Card data.
There is a process for exemptions, with three “good cause” cases for some English language learners, students with disabilities and those who have already been retained. Third grade retention will not happen twice under the new bill.
At TPS, that will likely mean a much larger third grade, said Kane, requiring large logistical changes. It’s not as simple as moving teachers down from fourth grade. The bill also requires transitional classrooms and interventions before third grade for students struggling to read.
“We’re mostly concerned about staffing implications. Strong Readers (Act) covers things generally, like the assessment and some of those other material costs,” Kane said. “But temporal staffing implications could be a huge financial implication.”
Several educators across Tulsa spoke against bringing back third grade retention earlier in the legislative session, which ends May 29.
At Union, administrators are reminded of the last time retention was on the table a decade ago. Under the Reading Sufficiency Act in the 2010s, Oklahoma had one of the highest retention rates in the country.
“Philosophically, it’s hard to put everything into one test for 8-year-olds,” said Sandi Calvin, associate superintendent at Union Public Schools. “When this first went into place with the (Reading Sufficiency Act), it was stressful. These little third graders are taking the test, and they know they have to pass it.”
At that time, the district hosted several parent forums on retention. Similar efforts will return, Calvin said.
“We had concerns for our parents. But when it came down to it, we were able to make the adjustments,” Calvin said. “Once the retention took place, that first year was really the first year that we might have had to make some major changes.”
TPS plans to convene a group of teachers, parents and school leaders to discuss how the bill’s requirements should look in the district, Kane said.
Other new policies are currently underway in Tulsa schools.
Union already staffs one or more reading specialists in every elementary school. Both Union and TPS use screening tools to identify students needing intervention. Students struggling to read already have intervention plans at TPS, but the bill’s requirements will make communication with parents more regular and involve at-home practice.
“I’m glad as a district that we have been focusing on literacy way before the new bill went through,” said Calvin. “We have put great emphasis on reading and the science of reading in particular — that is outlined in the bill numerous times — as something that we’ve been training our teachers on for a few years.”
Editor’s note: This story has been updated to include information and quotes from leadership at Tulsa Public Schools.
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