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Duxburyreleases MCAS 2025 results, leaders cite gains and focus on high-needs students
Summary
Duxbury curriculum supervisors reported MCAS 2025 results showing the district outperformed state averages across most grades and subjects, highlighted gains in student growth percentiles and urged continued investment in co-teaching and targeted supports for high-needs students (about 23% of enrollment).
Duxbury curriculum supervisors presented the district—s MCAS 2025 results on Nov. 19, saying overall scores are above the state and that the district is "making substantial progress towards targets." Allison Que, humanities curriculum supervisor for grades 6—12, introduced the presentation and said the results are one of several indicators the district uses to guide instruction and budgeting.
Sarah Milner, pre-K—5 curriculum supervisor, highlighted elementary gains and the district—s adoption of CKLA, which she said "levels the playing field by strategically developing students' background knowledge" and has helped boost early-grade ELA growth. Milner also flagged writing as an area with room for improvement but noted "nice growth in fifth-grade writing scores this year."
Mike Murray, the district STEM curriculum supervisor, summarized secondary math and science trends and described implementation effects after adopting a new middle-school math program. Murray said some year-one fluctuations are expected with a new curriculum and pointed to outliers in grade-6 statistics and probability that staff will address with pacing and supports.
Presenters emphasized that student growth percentiles (SGPs) remain largely in the typical-to-high range, and that Duxbury—s tenth graders performed strongly: "84% of our tenth graders scored in the exceeding and meeting categories," a curriculum supervisor said. The team repeatedly identified the district—s high-needs population (students who are low-income, English learners, or students with disabilities) as a top priority: Speaker 13 noted that high-needs students represent about 23% of enrollment and urged regular inclusion of subgroup and trend data in future reports.
The presenters also described technical and policy context: DESE—s 2022 changes to meet-expectation thresholds (the class-of-2026 threshold moved from 470 to 486 in ELA and math) and DESE—s use of a closed machine-learning model for initial scoring of written responses. A presenter noted that human readers rechecked a portion of responses and that some scores statewide were raised after human review, a process that district leaders said they—re monitoring closely.
Why it matters: district leaders tied MCAS results directly to staffing and program decisions. The presentation concluded with a call to sustain investments in co-teaching, reading and math specialists, tutors and other targeted interventions that administrators said are essential to keep upward momentum and narrow gaps for high-needs students.
What—s next: presenters committed to adding more disaggregated trend data in future decks and to continue aligning curriculum, professional development and budget choices to the patterns revealed by MCAS and other measures.
