Less than 50% of Montana primary students meet proficiency standards

Under 50% of Montana students in grades 3 through 8 have reached grade-level standards in language arts and mathematics, according to the first results from a new statewide assessment introduced last school year. The Office of Public Instruction (OPI) released the Montana Aligned to Standards Through-Year Assessment (MAST) results ahead of the Thanksgiving holiday.

State Superintendent Susie Hedalen noted that while additional teacher training is needed and early data shows room for improvement in student performance, the MAST format has been positively received by students and provides valuable insights for educators.

The statewide proficiency rate for students meeting or exceeding expectations was 43.1% in language arts and 36.9% in mathematics. Although OPI cautions against direct comparisons with prior years due to the new test structure, these results are similar to the 202122 school year, which recorded 46.1% in language arts and 36.5% in math. The earlier decline in proficiency had been linked to disruptions caused by the COVID-19 pandemic.

Literacy continues to outperform math, a trend we have observed for many years, Hedalen said. These results are critical for making informed, data-driven decisions.

MAST, fully implemented statewide during the 20242025 school year after a two-year pilot under former Superintendent Elsie Arntzen, uses "testlets" smaller, more frequent assessments conducted over four periods during the school year. This model aims to provide continuous feedback, allowing educators, students, and parents to track progress and adjust instruction throughout the year.

However, integrating the new format into classrooms presents challenges. A survey of 246 teachers revealed that while the shorter, frequent tests helped engage students and offered timely feedback, some felt the tests included topics not aligned with their instruction. About 72.8% reported difficulty scheduling testlets to fit their curriculum, and many indicated inadequate training on the new protocol.

Hedalen acknowledged the feedback and emphasized the need for expanded professional development for educators. Teachers must understand the assessments and how to align them with curriculum to identify which students need additional support, she said.

The survey also included responses from over 35,000 students, most of whom favored the distributed testing format over a single end-of-year exam, noting that it positively influenced their learning experience.

Hedalen cautioned that the initial MAST scores should be interpreted carefully, as it is the programs first year. She highlighted that, compared to national standards, Montana students show strong recovery from COVID-era learning losses. Data from the 2024 National Assessment of Educational Progress ranks Montana 8th graders 10th in math and 4th in reading nationwide.

High school ACT results also reflected improvements, with the highest language arts proficiency levels recorded since Montana adopted the exam. Early literacy initiatives for younger students are showing promising trends, indicating progress in foundational skills.

These findings are encouraging, but we recognize more work is needed, Hedalen said. The MAST results give us a clearer picture of student achievement in language arts and math, and we are committed to ensuring every student is prepared for college and career success.

Analysis of Montana's New Assessment Results

The release of the first results from Montana's new statewide assessment, the Montana Aligned to Standards Through-Year Assessment (MAST), reveals concerning data. Less than 50% of students in grades 3 through 8 have reached grade-level standards in both language arts and mathematics. While the figures show improvement from the COVID-19 pandemic's impact on student learning, they still highlight the ongoing challenges faced by Montana's education system.

The proficiency rates—43.1% in language arts and 36.9% in mathematics—are similar to those seen in the 2021–2022 school year. These figures show that while the pandemic's lingering effects have been mitigated somewhat, the gap in student achievement remains significant. Literacy continues to outperform mathematics, following a longstanding trend observed in Montana's education history.

The MAST format, however, does provide a more frequent, ongoing measure of student progress, which teachers and students appear to favor. With shorter, more regular assessments throughout the year, the new system aims to provide immediate feedback, helping to identify students in need of additional support. Despite these advantages, implementation challenges are apparent, especially regarding teacher training and alignment with curriculum. Teachers are struggling with how to fit the "testlets" into their teaching plans, and survey results reveal a gap in professional development that needs urgent attention.

State Superintendent Susie Hedalen has acknowledged these issues and emphasized the importance of addressing them. While the initial results show room for growth, the data is still valuable for identifying where students need support. Moreover, when comparing Montana's performance against national standards, the state’s recovery from the COVID-19 disruptions is more promising. Early literacy initiatives show signs of success, and the state's high school students are performing better on the ACT than ever before.

Ultimately, while these results provide useful insights, there is much work ahead. The state is committed to continuing efforts to improve both teaching and learning, with a focus on preparing students for success in college and careers. With a clearer understanding of where students stand in terms of proficiency, Montana can now begin to make more informed, data-driven decisions to address educational disparities and strengthen the overall learning experience.

Sources:

• Fewer than half of Montana primary students meet proficiency standards