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RSU 35 interim superintendent reports elementary assessment gains; notable fifth-grade jumps in math and science
Summary
Interim Superintendent Heidi Early Hershey told the board that RSU 35 elementary students outperformed state averages across ELA, math and science; she highlighted a rise in fifth-grade science (36.5% meeting/exceeding vs. state 25.3%) and a jump in fifth-grade math from 41% (2023) to 71% (2025).
Interim Superintendent Heidi Early Hershey presented fall assessment results to the RSU 35/MSAD 35 board, saying the district's elementary students are outperforming statewide peers and showing recent gains in math and science. She told the board the district recorded 36.5% of fifth graders meeting or exceeding state science standards last spring, compared with a statewide average of 25.3%.
Hershey said the district's three-year averages and year-to-year growth tell a fuller story than a single test year. "If you look at the growth from 2023 to 2024 to 2025, it's a pretty significant growth from 20% proficient to almost 37% proficient," she said, and credited a focused curriculum review and teacher collaboration for the improvements.
The superintendent reviewed ELA and math results across grades three through eight and grade 10, noting ELA proficiency between roughly 76% and 81% and math proficiency for third through fifth grades in the low 70s. She emphasized the district routinely outperforms state averages by about 10 to 20 percentage points and highlighted a sharp improvement in fifth-grade math—from 41% in 2023 to 45% in 2024 to 71% in 2025—attributed to curriculum alignment work with the district math coach.
Hershey also described assessment differences: the spring state science test is a first-time, rigorous summative for fifth graders and can present challenges statewide; meanwhile, local interim assessments (NWEA) provide growth information used by teachers during the year. "That little bit of focus had an impact last year," she said, referring to targeted science curriculum work and a new STEM position at Great Works School.
Board members asked whether low statewide scores reflect misalignment between tests and curriculum or other factors; Hershey noted differences in how science is taught in self-contained elementary classrooms versus specialist-taught secondary classes and said the district will continue monitoring results as new curriculum and staffing take effect. She closed by reminding the board that assessment scores are one snapshot among many measures the district uses to evaluate student learning.
Next steps include continuing curriculum review cycles, monitoring the impact of the new STEM hire at Great Works School, and using three-year trends to guide instruction and professional development.
