MCAS results mixed: Scores have not returned to pre-pandemic levels

The results of the 2024 Massachusetts Comprehensive Assessment System (MCAS) testing has demonstrated a continued need for emphasis on English and mathematics.

With both seeing a decrease in the amount of students who exceed or meet expectations, state leaders cite the need for more progress to be made and resources devoted to improving the performance.

“Change in education is a process, not an event. As the MCAS results show today, the road back from the (COVID-19) pandemic is not short,” Education Secretary Patrick Tutwiler said in a press release. “We’re encouraged to see that students are making gains in science and technology/engineering, but there is still more work to do in English language arts and math.”

Of the communities The Item covers, all demonstrated relative progress in their effort to return to pre-pandemic performance, with multiple producing better results than the state average.

LYNN

The school district was designated as making moderate progress toward targets and not requiring assistance or intervention.

Twelve schools increased in their overall percentile ranking and three schools — Drewicz Elementary, Harrington Elementary and Hood Elementary — exited from the requiring assistance classification.

“We are going to celebrate the success of all of our schools,” Superintendent of Schools Dr. Evonne Alvarez said.

Of students in grades 3 through 8, 1% were in the exceeding expectations range, 14% were in the meeting expectations range, 44% were in the partially meeting expectations range, and 41% were in the not meeting expectations range for English Language Arts (ELA).

Of students in grades 3 through 8, 1% were in the exceeding expectations range, 13% were in the meeting expectations range, 48% were in the partially meeting expectations range, and 38% were in the not meeting expectations range for mathematics.

Of students in grade 10, 1% were in the exceeding expectations range, 14% were in the meeting expectations range, 44% were in the partially meeting expectations range, and 41% were in the not meeting expectations range for ELA.

Of students in grade 10, 2% were in the exceeding expectations range, 16% were in the meeting expectations range, 48% were in the partially meeting expectations range, and 34% were in the not meeting expectations range for mathematics.

The district also increased proficiency in science-tested grades by 2% with increases in grade 5 at 10% and in grade 10 at 3%.

Dr. Alvarez said the district has implemented targeted strategies to strengthen its instructional programs and if she could emphasize anything, it is that the district sees opportunities to expand technology in the schools, including artificial intelligence in the elementary schools.

She added the district is also expanding its tutoring programs and targeted intervention programs for its English Language Learners.

“We cannot, and will not, be satisfied with progress that leaves any group of students behind. Equity in education is not just a goal—it’s a moral imperative. Every child in our district deserves access to a high-quality education, regardless of their zip code, family income, or background,” Alvarez said. “We are not going to rest until all of our schools are high achieving.”

Alvarez also noted that the accountability scores applied to school districts are not equitable in a sense that they do not take into consideration some of the challenges urban school districts face.

“It really requires systemic change on how we approach education. That doesn’t just start in Lynn, but I want to highlight that it starts at the state level, with the Department of Elementary and Secondary Education,” she said. “We need to look at the context that our gateway cities are currently facing.”

She added the districts that have been most heavily impacted by the pandemic are districts with higher poverty rates, and it is not necessarily a fair comparison to apply the same accountability structure to a district such as Newton to that of Lynn.

“We are experiencing some disparities based on systemic structures of inequity, and those need to be addressed, and that is not something that we can address alone,” she said.

Mayor Jared Nicholson who serves as the school committee chair said that while the MCAS results show the district is making progress, the district still has a lot to do to reverse pandemic learning loss and close achievement gaps.

“I appreciate the concerted effort that our students, educators, and families are making to drive student achievement,” he said. “I look forward to continuing that work to support achievement for all students with the entire LPS team this school year.”

LYNNFIELD

As a district, Lynnfield Public Schools was categorized as not requiring intervention after the release of the most recent MCAS scores. Overall, the district was identified as making substantial progress toward its target.

Lynnfield Middle School was identified as making moderate progress toward targets, Huckleberry Hill Elementary School as making substantial progress toward targets, and Summer Street Elementary and Lynnfield High School as meeting or exceeding targets.

The administration is reviewing the data from the MCAS scores to determine how to best collaborate with teachers and each school administration to evaluate and plan next steps, Assistant Superintendent Adam Federico said.

Federico, who began working as an administrator in the district on Sept. 3, said the district typically scores above the state average and they are identifying areas that need growth.

In ELA, 30% of Lynnfield grade 10 students exceeded expectations compared to 14% statewide; 55% met expectations compared to 43% statewide; 11% partially met expectations compared to 31% statewide; and 4% did not meet expectations compared to 12% statewide.

In mathematics, 20% of Lynnfield grade 10 students exceeded expectations compared to 12% statewide; 57% met expectations compared to 36% statewide; 18% partially met expectations compared to 39% statewide; and 5% did not meet expectations compared to 13% statewide.

In science, 15% of Lynnfield grade 10 students exceeded expectations compared to 12% statewide; 61% met expectations compared to 37% statewide; 40% partially met expectations compared to 40% statewide; and 0% did not meet expectations compared to 11% statewide.

In ELA, 13% of Lynnfield students in grades 3 through 8 exceeded expectations compared to 7% statewide; 48% met expectations compared to 32% statewide; 32% partially met expectations compared to 40% statewide; and 8% did not meet expectations compared to 21% statewide.

In mathematics, 12% of Lynnfield students in grades 3 through 8 exceeded expectations compared to 8% statewide; 50% met expectations compared to 33% statewide; 33% partially met expectations compared to 42% statewide; and 5% did not meet expectations compared to 18% statewide.

In science and technology/engineering, 5% of Lynnfield students in grades 3 through 8 exceeded expectations compared to 6% statewide; 49% met expectations compared to 36% statewide; 37% partially met expectations compared to 38% statewide; and 9% did not meet expectations compared to 20% statewide.

“Overall, I’d say we’re really proud of our students and our teachers. They work really hard and I think MCAS is certainly one of several data points that we would use to gauge our performance,” Federico said. “There’s a strong culture in Lynnfield of striving for high achievement and I feel confident that our teachers will do a great job using this data to reflect on their instruction.”

MARBLEHEAD

For MCAS, scores of at least 500 are the threshold at which students are listed as “meeting expectations,” with those scoring above 530 are “exceeding expectations,” according to the DESE website.

At Marblehead public schools, in grades 3 through 8 in the public district, 56% of students are meeting or exceeding scoring expectations for ELA.

A similar average of 59% was held for students in the same grade levels for mathematics.

At the charter school, 42% of students grades 3 through 8 are meeting scoring thresholds for ELA, and 33% for mathematics.

Grades 5 and 8 are required to take a science portion of the exam, with averages at the charter school being 39% and 55% at the public schools.

The percentage of students within the district not meeting expectations falls below state averages in every grade where the exam is administered, and every subject area.

Marblehead Public Schools Interim Superintendent John Robidoux said MCAS data takes time to address in detail. “Our administrator team will dive deeper into the data, celebrate the many areas in which we excelled, and look into the areas of growth and development to determine what supports, resources and assistance might need to be in place moving forward.

“It is always a thoughtful process as we cull the data and determine the appropriate steps for student success,” Robidoux added.

The report of the results is expected to be discussed at an upcoming school committee meeting.

NAHANT

Nahant was classified as making moderate progress toward targets, with a cumulative progress percentage rate of 37%. The district is composed solely of Johnson Elementary School, which enrolls approximately 140 students.

In ELA, only 2% of students exceeded expectations compared to 7% statewide; 50% met expectations compared to 32% statewide; 40% partially met expectations, which equals the state average. Just 8% of students failed to meet expectations compared to 21% statewide.

According to Superintendent of Schools Robert Liebow, the combined 52% of students exceeding and meeting expectations is a decline from 2023, which was approximately eight or nine percentage points higher. However, the combined percentage of students who meet and exceed expectations in science is 71%, a 5% increase from the previous year.

“I think that’s a flag for our school,” Liebow said. “That’s really, really, good science performance. I think they’ve worked hard on that.”

In mathematics, 8% of students exceeded expectations, equalling the state average amount. 42% met expectations compared to 33% statewide; 35% partially met expectations compared to 42% statewide; and 15% failed to meet expectations compared to 15% statewide.

Liebow noted the difficulty of the state and the district to return to the levels of performance before the pandemic began, as it was difficult for younger students especially to maintain the same level of education.

“For a high school kid they got on zoom, but for an elementary kid who was trying to learn to read and write?” Liebow said to emphasize the difficulty of virtual learning for young students.

PEABODY

As a district, Peabody Public Schools was categorized as not requiring assistance or intervention after the release of the most recent MCAS scores. Overall, the district was identified as making moderate progress toward its target.

MCAS scores declined across the state, especially in ELA. “This highlights the impact of the pandemic on our youngest learners,” Superintendent Josh Vadala said.

Center Elementary School was one of 57 schools in the Commonwealth identified as a School of Recognition. It reached an accountability percentile of 44 and a cumulative criterion-referenced target percentage of 65%.

Vadala said MCAS scores in Peabody remain below the state average, which is consistent with pre-pandemic results. “There is a great deal of work to be done in Peabody.”

Of the eight elementary schools, Center was a School of Recognition; Captain Samuel Brown, John E. Burke, Thomas Carroll, and South Memorial were identified as making substantial progress toward its target; and John E. McCarthy, William A. Welch Sr., and West Memorial were identified as making moderate progress toward its target.

Higgins Middle School and Peabody Veterans Memorial High School were identified as making moderate progress toward its target.

Peabody Personalized Remote Education Program (Peabody P.R.E.P.) was categorized as requiring assistance or intervention and in need of focused/targeted support.

Vadala said five elementary schools in Peabody being identified as making substantial progress, including the Center school being named a School of Recognition by DESE, provide evidence of students in Peabody “making progress at a greater rate than their peers statewide.”

In ELA, 6% of Peabody grade 10 students exceeded expectations compared to 14% statewide; 29% met expectations compared to 43% statewide; 47% partially met expectations compared to 31% statewide; and 18% did not meet expectations compared to 12% statewide.

In mathematics, 6% of Peabody grade 10 students exceeded expectations compared to 12% statewide; 26% met expectations compared to 36% statewide; 51% partially met expectations compared to 39% statewide; and 17% did not meet expectations compared to 13% statewide.

In science, 4% of Peabody grade 10 students exceeded expectations compared to 12% statewide; 31% met expectations compared to 37% statewide; 53% partially met expectations compared to 40% statewide; and 12% did not meet expectations compared to 11% statewide.

In ELA, 2% of Peabody students in grades 3 through 8 exceeded expectations compared to 7% statewide; 24% met expectations compared to 32% statewide; 47% partially met expectations compared to 40% statewide; and 26% did not meet expectations compared to 21% statewide.

In mathematics, 3% of Peabody students in grades 3 through 8 exceeded expectations compared to 8% statewide; 30% met expectations compared to 33% statewide; 46% partially met expectations compared to 42% statewide; and 21% did not meet expectations compared to 18% statewide.

In science and technology/engineering, 3% of Peabody students in grades 3 through 8 exceeded expectations compared to 6% statewide; 33% met expectations compared to 36% statewide; 42% partially met expectations compared to 38% statewide; and 22% did not meet expectations compared to 20% statewide.

The district can celebrate success, but recognize the work that remains, he said.

“As we reflect on our celebrations, we can recognize the financial and human resources commitments to High Quality Instructional Materials, professional development, and coaching for teachers. These are practices that we will remain committed to as we look to continue our patterns of improvement,” Vadala said.

He said the district is “well-positioned for the future.”

SAUGUS

Saugus Public Schools Superintendent Michael Hashem said that as a district, Saugus experienced “similar trends” as data from the rest of the state, the data showing “declines in the percentage of students meeting/exceeding in ELA and science,” he said.

However, Hashem noted that the percentages of decline at the district level, 5% in ELA and 4% in science are below the state combined declined percentage of 13%.

While the state’s mathematics scores went down 8% on average, the scores at Saugus Public Schools rose 1%, Hashem said.

Hashem said that the Student Growth Percentile (SGP) in ELA is improving, growing 2% opposed to the state’s average of 6.7%.

Similarly, Hashem said that the SGP in mathematics had similar results, up 3.3%, while the state’s average fell 2.9%.

“​​As a district and as schools, we will dig deeper into the results to reflect on specific areas in need of improvement and provide resources available to meet those needs,” Hashem said.

Hashem said that the district will continue to implement its High Quality Instruction Materials, which he said “significantly” improves outcomes for students, and is, additionally, aware of attendance issues which also impact student learning.

Hashem said that the district echoes the words of the Acting Commissioner of Elementary and Secondary Education Dr. Russell Johnston: “We know that consistent attendance is the key to learning, and we’ll continue to work with schools and districts to help them connect with students and families, make schools welcoming places, and offer students interactive, real-world, and engaging lessons.”

Hashem said that the case is the same as always, the district is “committed to provide our students with a safe, positive, and nurturing learning environment, so as to prepare them for college and career.”

SWAMPSCOTT

The Swampscott school district will not require assistance or intervention after being classified as making “substantial progress toward targets” with its testing scores. Its criterion-based target percentage of 62%. According to School Committee Chair Glenn Paster, the percentage is a weighted average of both 2023 and 2024. He added that the district’s progress toward target percentage saw an increase from 49% in 2023 to 71% in 2024.

“This is all based on DESE and things that go into it such as MCAS, attendance, high school graduation rate, progress of students learning English,” Paster explained.

“There’s a point value to all this.”

Overall, the district’s scores placed higher than the state average. In ELA, 24% of grade 10 students exceeded expectations compared to 14% statewide; 49% met expectations compared to 43% statewide; 21% partially met expectations compared to 31% statewide; and only 6% did not meet expectations compared to 12% statewide.

In mathematics, 25% of grade 10 students exceeded expectations compared to 12% statewide; 37% met expectations compared to 36% statewide; 34% partially met expectations compared to 39% statewide; and only 4% did not meet expectations compared to 13% statewide.

In science, 23% of grade 10 students exceeded expectations compared to 12% of students statewide; 53% met expectations compared to 37% statewide; 23% partially met expectations compared to 40% statewide; and only 1% failed to meet expectations compared to 11% statewide.

For students in grades 3 through 8, 10% exceeded expectations in ELA compared to 7% statewide; 41% met expectations compared to 32% statewide; 36% partially met expectations compared to 40% statewide; and 14% failed to meet expectations compared to 21% statewide.

In mathematics, 8% of students in grades 3 through 8 exceeded expectations, which equals the state average. 42% met expectations compared to 33% statewide; 41% partially met expectations compared to 42% statewide; and only 9% failed to meet expectations compared to 18% statewide.

Science and technical engineering applies for grades 5 through 8. 12% of those students exceeded expectations compared to 6% statewide; 43% met expectations compared to 36% statewide; 34% partially met expectations compared to 38% statewide; and 11% failed to meet expectations compared to 20% statewide.

“I think the district is making some pretty significant progress,” Paster said. “I think anyone in education will say that.”

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