Schools face literacy crisis as scores decline

In a recent government meeting, education officials discussed concerning trends in student literacy scores across the state, revealing a decline in performance on the Massachusetts Comprehensive Assessment System (MCAS). The data presented indicated that literacy scores dropped statewide, with local districts experiencing similar declines. Specifically, the district's scores fell by approximately three to four percentage points, while the state average decreased by about two points.

The meeting highlighted the importance of understanding student growth, measured through the Student Growth Percentile (SGP), which assesses how students perform relative to their peers. Schools like Woodland demonstrated high growth, while others, such as Milford High and Stacy, showed moderate progress. The officials emphasized that attendance significantly impacts MCAS scores, noting that students who missed more school days tended to score lower.

Accountability data revealed that Milford High School and Stacy were making moderate progress towards state targets, achieving 36% and 42% of their goals, respectively. In contrast, Woodland School made substantial progress, meeting 62% of its targets.

The discussion also focused on the district's efforts to enhance literacy instruction through the adoption of high-quality instructional materials (HQIM). Officials are currently piloting two programs, Amplify and Expeditionary Learning, to improve literacy outcomes. The need for a cohesive curriculum was underscored, as inconsistencies in teaching materials across classrooms hindered student learning and progress.

Professional development for teachers and the implementation of a Multi-Tiered System of Supports (MTSS) were also key topics. The district aims to provide timely interventions for students in need, although challenges remain in effectively tracking and supporting student progress.

Looking ahead, officials expressed optimism about potential grant funding to support literacy initiatives, particularly as the state prioritizes improving reading proficiency by third grade over the next five years. The meeting concluded with a commitment to continue refining instructional practices and ensuring that all students have access to high-quality education.