(WTAQ-WLUK) — Standardized testing scores across Wisconsin public schools are still in recovery mode.
The 2022-23 academic year showed signs of improvement, but there’s still more work to be done.
“We can see that we continue to be in recovery mode, and that we are further along in that journey,” said Department of Public Instruction Communications Director Abigail Swetz.
The Department of Public Instruction uses four types of exams to assess students.
The Forward exam is for third through 8th graders, as well as 10th graders.
The pre ACT Secure is for 9th and 10th graders.
11the graders are required to take the ACT with writing.
There’s also the Dynamic Learning maps exam, which is given to students in all grades with cognitive challenges.
“We really want every child to take the assessment, because then we know better what’s happening in the schools and districts,” said DPI Assistant Director for Public Assessment Phil Olsen.
Across all four exams, the DPI says nearly 39% of students were proficient in English Language Arts.
When it comes to math, 37.4% of students were proficient.
“We have been seeing gains from last year to this year in both areas,” added Duane Dorn, a Consultant for the Office for Educational Accountability.
But in the math section of the ACT, less than 27% of students were proficient.
To reach that category, students have to score at least a 22 out of a possible 36.
Taking a closer look at local school districts, that number shrinks to 16.5% of Green Bay area public school students.
Meanwhile, 26.4% of Appleton Area school district high school juniors reached the mark.
The Oshkosh area school district had more than 28% of students test into the proficient category.
“We need to make sure our students feel they belong in math class. Mathematics sometimes is known as a difficult subject,” said DPI mathematics education consultant Mary Mooney. “Everyone uses math, so how do we pair our instruction with our materials to make sure that we’re really honoring our students mathematical strengths.”
But, officials say just looking at testing numbers doesn’t tell the whole story in terms of learning.
“Sometimes our learners feel pretty discouraged when they feel, not necessarily when they feel that they aren’t meeting a certain number, but when they feel they’re reduced to a number,” said Department of Public Instruction Communications Director Abigail Swetz.
