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Easton reports math and science gains in MCAS; district outlines steps to close subgroup gaps
Summary
Easton Public Schools told the school committee Dec. 19 that recent MCAS results show notable gains in math and science—including a 23-point jump for third-grade math since 2021—but administrators cautioned persistent underperformance among some subgroups and outlined a districtwide curriculum and intervention plan to close gaps.
Easton Public Schools presented districtwide MCAS results to the school committee on Dec. 19, highlighting improved math and science scores and a mixed picture in English language arts. Assistant Superintendent Chrissy Pruitt and building principals said the district is moving to align instruction and accelerate work to close subgroup gaps.
"We are constantly still comparing our scores back to 2019," Pruitt said, adding that third-grade ELA rose in Easton even as statewide ELA fell. The district reported that 64 percent of third graders met or exceeded expectations in math, a 23-point increase since 2021, and that several grades (3—) showed improved math achievement. In science, the district saw increases in every building; Getchell said Richardson Olmstead, Easton Middle and the high school each recorded gains, with grade 5 showing 55 percent meeting or exceeding expectations.
Principals credited consistent curriculum adoption and coordinated instructional routines for gains in math. "We've been using a similar program in math K through 5 for the past seven years," Principal Chris Getchell said, noting cumulative benefits from repeated exposure to the same practices and materials.
Despite those improvements, presenters emphasized gaps for specific subgroups. "Our students with disabilities, our low-income students, our students who identify as African American and Hispanic/Latino continue to underperform compared to the all-students number," Principal Kelly Kavanaugh said. The district singled out special education as an ongoing focus across buildings.
To address weaknesses, Easton outlined specific actions: finish and implement unit-of-study plan books at the elementary level, sustain Tier 1 core instruction (90 minutes in ELA, 60 in math daily), expand three data-review cycles a year that include cohort and subgroup analysis, and use H block/focus periods for targeted interventions and enrichment. District leaders also described cross-school teacher observations, student-work-analysis meetings three times annually, and expanded intervention staffing to push in-and-pull-out supports.
Superintendent Dr. Alicia Cabral warned that statewide and federal policy changes complicate accountability: while local policy will need to define any alternative competency determination, MCAS remains a required common assessment under federal rules for participation and accountability.
The committee thanked staff for the presentation and asked for periodic updates on how interventions and unit implementation affect student outcomes. The district said it will reconvene its schedule and curriculum committees in January and provide follow-up data in subsequent meetings.
