Maryland reports statewide gains in reading; math and middle‑school science show uneven recovery

The Maryland State Department of Education told the State Board that statewide English language arts scores for 2022–23 reached the highest levels since the state moved to PARCC tests, while math and middle‑school science continue to lag in areas affected by the pandemic.

Chandra Hazlett and Matt Duque from MSDE’s assessment division presented the results and analysis. Statewide highlights included a 47 percent proficiency rate on the combined grade‑3 through‑8 ELA assessments, and 54 percent proficient on the English 10 assessment — both the highest levels since 2015, the department said. Grade‑3 ELA proficiency rose 2 percentage points from 2021–22 to 48 percent.

Math results improved over the prior year: statewide math grade‑3 through‑8 proficiency was 25 percent, and Algebra I proficiency was 17 percent, but MSDE noted those rates have not yet returned to pre‑pandemic (2018–19) levels. The department also called attention to students “on the cusp” of proficiency: between about 16–22 percent of students in ELA and 11–17 percent in math were within 1–3 correct answers of the proficiency cut score.

Science results were mixed. Grade‑5 science proficiency increased (statewide 34.5 percent), with notable gains among economically disadvantaged students and students with disabilities, while grade‑8 science proficiency remained below pre‑pandemic levels (26.4 percent) and declined in several LEAs.

MSDE told the board it will supply Individual Student Reports (ISRs) to LEAs by Sept. 15 for distribution to families and post school‑level, LEA and state results on the Maryland School Report Card site by Sept. 26. The department also plans to publish additional cohort and item‑level reports to help districts target interventions for students near the proficiency threshold.

Board members and staff discussed the need to focus interventions for middle grades, supports for English learners and students with disabilities, and the importance of growth measures rather than single‑year proficiency snapshots.