In 2012, 14 states passed legislation geared toward improving 3rd-grade literacy through identification, intervention, and/or retention initiatives. Today, a total of 32 states and the District of Columbia have policies in statute aimed at improving 3rd-grade reading proficiency. The majority of these states require early assessment and intervention, often as early as kindergarten. Fourteen states and the District of Columbia require retention of students on the basis of reading proficiency, most which require assessment and remediation for students in all K-3 grades. This paper identifies statutory provisions regarding identification of, intervention for, and retention of struggling readers in the P-3 grades. Appended are: (1) State Policies Dealing with Identification, Intervention, and Retention of P-3 Students based on Literacy Assessments; (2) Sample Statutory Language from some of the more established/comprehensive 3rd-grade reading policies; and (3) Notable 2012 Policy Changes. [For the full report, "Third Grade Literacy Policies: Identification, Intervention, Retention," see ED535949.]