The 2025 results tell a sobering story. In English, only 42 percent of third- through eighth-graders met or exceeded expectations on the test, an increase of three percentage points over last year but 10 percentage points lower than in 2019. For Hispanic and Black students, only 22 and 26 percent of students met or exceeded expectations.
Math results for third- through eighth-graders were flat compared to 2024 and eight percentage points lower than in 2019, with 41 percent of students meeting or exceeding expectations, including just 20 percent of Hispanic or Latino students. Science scores were flat compared to last year and below 2019 levels.
On a new eighth-grade civics test, 39 percent of students met or exceeded expectations.
Those numbers are low enough that they should shake the state out of its complacency on K-12 education. As state Education Commissioner Pedro Martinez put it, speaking Monday at Ottoson Middle School in Arlington, Massachusetts is becoming a "state of 40s," with about 40 percent of students meeting or exceeding the standards in each subject. The obvious corollary is that 60 percent of students aren't where they need to be academically -- and that is an urgent problem.
Martinez, speaking to reporters, said nationally, very few states are back to pre-pandemic levels. But he acknowledged that Massachusetts, which like many blue states kept many of its public schools closed for an unjustifiably long time, is struggling. No group of students statewide is performing at pre-pandemic levels. "The challenges are real," Martinez said, and students' needs "have never been higher."
Voters in November 2024 eliminated the MCAS as a graduation requirement, which has created an additional challenge in measuring performance this year. Tenth-graders still take the test, but their declining test scores could illustrate either inadequate knowledge or students taking the test less seriously. Among 10th-graders, English scores dropped by six percentage points over last year, while math and science scores were three percentage points lower. Fifty-one percent of 10th-graders met or exceeded expectations in English, as did 45 percent in math and 46 percent in science. Martinez said there is evidence that 10th-graders took the tests less seriously, with more students leaving essays blank or writing off-topic essays.
There are bright spots. State officials recognized 63 districts that met or exceeded 2019 achievement levels in English or math for grades three through eight. Eight districts and five charter schools (which comprise their own districts) reached that goal in both English and math.
Yet at the same time, 280 schools, or 18 percent, were classified as "requiring assistance or intervention," which indicates low performance.
Boston public school students in third through eighth grade performed below the statewide average, with 22 percent meeting or exceeding expectations in science, 28 percent in math, and 29 percent in English.
So, what needs to happen now?
Max Page, president of the Massachusetts Teachers Association, said one problem is that many districts are underfunded. Certainly, lawmakers should regularly review the school funding formula to determine if tweaks are needed, whether to better account for inflation or direct more funding to rural and small towns.
But between fiscal 2021 and fiscal 2027, the state will have put an additional $4.47 billion into the education funding formula under the Student Opportunity Act, a law passed in 2019, in addition to $2.29 billion in federal pandemic relief funds.
As important is ensuring that money is spent wisely on evidence-based practices. As Ed Lambert, executive director of the Massachusetts Business Alliance for Education, points out, the goal of the Student Opportunity Act was to close achievement gaps, yet those gaps have widened.
One reason for that may be that the Student Opportunity Act had almost no requirements for how districts were to use the new money.
Districts do have to report how they are using Student Opportunity Act funds, though, and the state should provide rigorous oversight to ensure districts are investing in evidence-based practices that improve academic performance. For example, high-dosage tutoring has had strong results. Governor Maura Healey implemented a program investing in intensive early literacy tutoring in early elementary school, and schools could complement that with expanded literacy tutoring at different grade levels. Martinez said state officials will work on publicizing best practices used in successful districts.
The Legislature could consider requiring schools to use evidence-based literacy curricula. Policy makers could also consider requiring schools to offer more rigorous curricula, like requiring students take three years of math and two years of science to graduate.
Massachusetts has since the pandemic also had problems with chronic absenteeism. It will be important for schools to refocus on engaging students and families to figure out why students are absent and how to bring them back and help them catch up.
Arlington was one district recognized at Monday's event, because it was one of the few statewide that has returned to pre-pandemic performance. High school senior Lettie Carswell spoke about her teachers combining old and new teaching methods and being responsive to questions. She participated in extracurricular activities and internships. Carswell acknowledged her privilege in enrolling in a district that "prepared me to thrive in today's world."
The challenge educators and policy makers must meet is ensuring every single student in Massachusetts receives those same opportunities.
Editorials represent the views of the Boston Globe Editorial Board. Follow us @GlobeOpinion.