The third-grade year is considered a pivotal point in a child's educational career, as a critical shift in learning takes place--one where basic reading skills are established and can begin to be utilized for more complex learning. State policymakers are well aware of the importance of ensuring that all students are reading at grade level by the end of third grade. The Education Commission of the States (ECS) has seen a flurry of policies passed recently that are geared toward improving third grade reading through identification of reading deficiencies with state or local assessments, provision of interventions for struggling readers in grade K-3 and retention of outgoing third graders not meeting grade-level expectations. This report provides statutory provisions on the identification of, intervention for and retention of struggling readers in the preK-3 grades.