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.”
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.”
