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Iowa Department: Early Literacy Gains, High School Math Lags in 2025 ISASP Results
Summary
The Iowa Department of Education reported that 2025 ISASP scores show substantial early literacy gains following the state's 2024 investments, but math proficiency remains lower in high school and year-to-year math gains are modest.
The Iowa Department of Education presented statewide 2025 ISASP (Iowa Statewide Assessment of Student Progress) results to the State Board of Education on Sept. 17, highlighting notable gains in early literacy and mixed results in math and science.
Why this matters: The results are used for accountability, guide statewide efforts in literacy and math, and helped spur legislation including the 2024 early literacy law and the 2025 Math Counts Act.
Key takeaways from the department presentation by Jay Pennington and Director Snow: - Early literacy: Students who were third graders in 2023—24 and fourth graders in 2024—25 showed an 11 percentage-point increase in ELA proficiency year to year; long-term ELA gains since 2019 also showed double-digit improvements in some grades. - Math: Math proficiency remains lower in high school than in earlier grades, with differences ranging from about 4 to 12 percentage points lower in high school. Year'to'year changes in math were generally small (1'2 percentage points), underscoring the rationale for the Math Counts Act enacted in 2025. - Science: Inclusion of science in the statewide accountability system coincided with gains in grade 10 proficiency (about a 7-point increase year to year) and notable long-term increases in elementary and middle grades. - Achievement gaps: Persistent gaps remain for students eligible for free or reduced-price lunch, English learners, and students with disabilities; year'to'year the size of those gaps was largely unchanged.
Department context and action: Director Snow reiterated that literacy investments and evidence-based instruction (including statewide LETRS professional development and the statewide Amira adoption) appear to be producing measurable results. The department told the board it is implementing similar structural supports for math this school year, including revised high school standards, professional development, and model personalized math plans.
Presenters emphasized intervention systems (universal screening, frequent progress monitoring) and teacher preparation changes intended to sustain gains and reduce gaps.
What was not decided: The board discussed and praised progress but made no new regulatory or funding decisions at the meeting; members suggested continued focus on math strategies and possible future reporting to the board.
