Alabama Students Show Improvement in Reading and Math
According to initial findings presented at the Alabama Board of Education’s July session, students in Alabama made strides in reading and mathematics from 2024 to 2025. While math scores remained stable at the proficiency level and middle school results were somewhat mixed, early reading assessments indicated positive outcomes.
Principal Eric McKee informed board members that the number of students scoring at Level 1—the lowest category—declined across all English Arts assessments. Specifically, in second grade, the percentage of Level 1 students dropped by one point, and for fourth graders, it decreased by three points. However, there was a notable fall in the Level 2 category, suggesting performance below proficiency. On a brighter note, the number of students achieving Level 3 or 4 increased in all grades.
“Students at Level 1 might benefit from additional support from math interventionists and reading professionals. This extra help really can make a difference. Investing in high-quality educational materials and professional development is key,” McKee remarked.
Yet, the math results are a bit more complex. A decrease in Level 1 students was observed across nearly all grades, hinting at progress among the lowest performers. Seventh graders displayed varied results, with a reduction in Level 1 students but an increase in those performing better.
Mackey noted that many high-achieving eighth graders are enrolled in Algebra I, which doesn’t always align with their testing ratings. He mentioned that federal mandates require all students to take the same tests, but the advanced nature of their coursework could lead to poor performance on the eighth-grade assessments.
Board members were curious about the long-term trends in student performance. Mackey explained that comparing data before 2021 is challenging, due to inconsistent testing. Several performance ratings existed prior to that year, and there was a gap in assessments in 2020 because of the Covid-19 pandemic. Since its inception in 2021, the Alabama Comprehensive Assessment Program has aligned with updated academic standards.
“We’ve finally got consistent points. We haven’t changed the test,” said Mackey. “We need stability to accurately assess student progress.”
While science scores were not utilized for school accountability, they too displayed modest improvements. Science has been assessed in fourth, sixth, and eighth grades, primarily serving as a gauge for content-specific reading. This boost in science performance stems not only from better science instruction but also from enhanced reading comprehension for complex texts.
The population of English learners in Alabama public schools continues to rise, increasing from about 41,000 students in 2022 to nearly 51,000 in 2025. Mackey pointed out that teaching these students is particularly demanding, as instructors must cover both English reading and writing, along with core subjects. Typically, it takes several years for these students to achieve proficiency.
“This represents true proficiency in English,” he noted. “They’re not just learning to order food at a restaurant; they’re also developing the ability to read and write academically in English.”
Performance data at both the district and school levels will be available in early August after the local systems finish data verification. McKee indicated that while individual districts might show minor fluctuations, state-wide trends are unlikely to shift significantly.
“Overall, the narrative is more positive than negative,” he stated. “There’s room for improvement, certainly, but these results show that our efforts are effective, and we’re moving in the right direction.”
