District reports gains in literacy, AP and science; math flagged for systemwide attention

Mister Black, a district staff member presenting 2024–25 assessment results to the Londonderry School Board on June 17, said the district saw “a lot of good outcomes” in literacy, AP exams and science but cautioned that math requires a sustained, coordinated response.

School officials said districtwide participation on state and national assessments improved sharply this year, and many buildings recorded double‑digit gains in specific subject areas. The high school’s SAT literacy proficiency reached 75 percent, a seven‑point cohort gain and—according to the presentation—18 points above the national average and nine points above the state average. The district reported a 48 percent increase in AP exams taken and a 72 percent pass rate on those exams.

The results matter, officials said, because higher participation produced results that are more reflective of the entire student body. “We have nearly solved that participation problem in one season,” Mister Black said, crediting curriculum coordinators and building administrators.

At the high school, speakers highlighted a 9 percent average jump for juniors from PSAT to SAT scores and a major rise in science proficiency—from roughly 30 percent to 57 percent in the high‑school cohort—accompanied by a near‑complete participation rate for the exam. Administrators also noted post‑graduation outcomes: 77 percent of graduates pursued two‑ or four‑year colleges or military service, 8 percent entered trade schools or apprenticeships, 12 percent entered the workforce and 3 percent took a gap year; the presentation summarized that 85 percent of graduates had “strong post‑secondary plans.”

Middle school leaders reported improved participation—sixth and seventh grades at about 98 percent, eighth grade at 96 percent—and singled out the eighth‑grade cohort for substantial gains. The eighth‑grade team recorded a 20‑point literacy gain and a 12‑point improvement in math compared with the prior year; however speakers said cohort math results remained uneven across teams.

At the elementary level, presenters described sustained growth in math and a number of classrooms reaching 60–80 percent proficiency. The district said several schools reduced the share of students in the state’s “level 1” category—students furthest below proficiency—sometimes dramatically.

Board members and administrators repeatedly flagged math as a systemic issue that requires a cohesive 6–12 strategy. “We have to really think through a bigger 6 to 12 conversation around how we set kids up to be successful at math,” Mister Black said. Administrators raised several possible changes, including alignment of math courses and shifting algebra into eighth grade as a way to raise expectations and create smoother progression into high school math.

Panelists described instructional changes that they said contributed to gains: more frequent interim/modular assessments, test‑familiarity practices in familiar classroom settings, incentives that raised participation, strengthened professional learning communities and expanded dual‑enrollment and career‑connected learning options. Kim, a curriculum coordinator, noted that teachers used “AP classroom” and a daily SAS question in science classrooms to build readiness and classroom buy‑in.

Administrators also noted behavioral and mental‑health data alongside academics. Across the district, roughly 80 percent of elementary students and 79 percent of high‑school students were never referred to the office during the school year; the middle school reported 66 percent with no referrals. The district reported 23 bullying/harassment investigations during the year, 16 of which were substantiated, and 64 risk assessments for students expressing thoughts of self‑harm.

Why it matters: administrators said improved participation and targeted instructional changes made the year’s results more representative and provided clearer direction for next steps. They emphasized that gains in some areas do not remove the need for continued work; math, in particular, will require multiyear, systemwide adjustments and allocation of professional development resources.

Administrators said the district will continue to use interim assessments and PLC time to target “bubble” students who are a few points below proficiency, and to reproduce practices from the highest‑performing teams.

Looking ahead, leaders asked the board and the public to expect recommendations in the coming months about course alignment, interventions, and teacher professional learning, and to monitor how targeted strategies from elementary and middle levels translate to sustained gains at the secondary level.