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Malden School Committee reviews 2025 MCAS results and flags math gaps
Summary
Assistant Superintendent Komal Bhasin told the committee the district reversed a downward ELA trend, saw a slight dip in math but remains above recent years, and posted double-digit ACCESS gains for English learners; members urged stronger K—6 math oversight and supports for students with disabilities.
Assistant Superintendent of Teaching and Learning Komal Bhasin presented the Malden Public Schools 2025 MCAS and accountability report on Oct. 6, saying ELA performance stabilized after a prior decline, math performance dipped slightly but remained above 2022 and 2023 levels and peer districts, and fifth-grade science scores rose above the state average.
Bhasin highlighted double-digit gains in ACCESS scores for English learners, calling the results "meaningful progress" on language acquisition but acknowledging that growth in English proficiency has not yet translated into higher MCAS performance in some grades.
Committee members pressed for more detail and oversight. Ms. Hortie said persistent gaps in K—6 math outcomes require "stronger oversight and leadership" and asked who is accountable for math interventions, how math coaches are supported, and whether combining responsibility for math and science under the Director of STEM is sustainable. Bhasin said the Director of STEM oversees math and science initiatives, that recent central-office restructuring increased math and science support without adding staff, and that the district is implementing lesson studies, WIN intervention blocks for literacy and math, and MAP Catalyst resources to address foundational numeracy.
Student Representative Jason Dutaille described his experience at Salemwood School and said the district data reflected his concerns that math supports were inconsistent; the Superintendent thanked Dutaille for the candid feedback and said the district is focusing on building collaborative systems to identify and address student needs.
Members also discussed results for students with disabilities and English learners. Bhasin and district staff said they are analyzing performance by disability category, expanding co-teaching models, structuring intervention time (WIN) to ensure students receive full core instruction before targeted interventions, and providing common planning time so general and special education teachers can coordinate supports. Bhasin noted that, as presented, no English learners passed the 9th- or 10th-grade ELA MCAS in 2025, and she described plans to individualize support and maintain high expectations.
The committee did not take a vote on academic policy at the meeting; members requested additional detail on math intervention staffing and implementation timelines at future work sessions.
