MAAP scores close to pre-pandemic levels

Students in Mississippi approached pre-pandemic performance levels on state tests this spring, showing significant growth from the previous year.

Results from the 2022 statewide test administration, or the Mississippi Academic Assessment Program (MAAP), show that 2% to 4% fewer students passed English, science, and math tests this year than in the past. 2019.

Last year in 2021, the first time state tests were administered after the pandemic, about 10% fewer students passed their exams than in 2019, which education officials said was evidence of the impact of COVID-19. 19 and reflected national trends.

These results, presented to the State Board of Education on Thursday, are a testament to the hard work of students and educators, as well as a return to in-person learning, according to Department of Education officials.

“They provide clear and indisputable evidence of the resiliency of students and educators and their ability to bounce back from learning disruptions,” said Kim Benton, acting state superintendent of education. “We don’t always see that, but there’s been a lot going on to mitigate this disruption in learning and people have gone to great lengths to make sure that happens.”

The number of students scoring proficient was exactly the same or slightly higher than the 2019 numbers, indicating that higher-achieving students may have caught up faster. Mastery refers to the percentage of students who scored at level 4 or 5 (proficient or advanced) on a scale of 1 to 5. A level 1 indicates a score of “minimum”, 2 is “basic”, and 3 is “basic”. passed”.

Benton said these results show the need to look at individual student data and identify where they need support to move forward.

“When I looked at the distribution, what it seemed to me was that we got the kids up, we got back to pre-pandemic levels of proficiency, but there are also kids right there on the cusp (of passing) … which means we’ve got to push faster,” he said.

Research from the National Bureau of Economic Research published in May this year showed that, nationally, high-poverty schools were more likely to become remote and suffered greater declines in academic performance when they did.

Benton said the department is reviewing this new data to ensure it provides adequate support, as literacy and math coaches are assigned to districts based on the number of students who did not meet proficiency.

A more detailed look at state test results, including performance by subgroup and growth data, will be available in October when the state releases district accountability results.

See the English test results by district here:

See math test results by district here:

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