Mexico Public Schools has released early assessment data that shows there have been great improvements in reading and math scores among K through eighth graders but much more work is needed.

Assistant Superintendent Dr. Robert Miles gave a presentation to the Board of Education (BOE) on Tuesday, Nov. 21, at a regular board meeting. Miles said the district uses a program called I-Ready that measures student performance and then compares it to last year’s scores. 

“We use it to figure out where our students are to help accelerate learning,” Miles said. “Figure out what their learning deficits are and then fill those deficits through interventions.”

Superintendent Melissa Chastain told board members the state would be releasing data soon but her office wanted to give BOE members and the public an early look.

“We feel at this point it’s November and everyone deserves to know academically how our students are doing,” Chastain said. “As soon as the embargo is lifted we’ll share that.”

Mexico students are currently performing below state averages in math and reading. In Missouri, 17 percent of students K-8 are at or above grade level in math while Mexico is at 12 percent. Across the state, 50 percent of students are one year behind grade level compared to 44 percent of Mexico students. However, 44 percent of Mexico students are two years or more behind grade level while the state average is at 33 percent.

The numbers for reading are similar. On the state level 27 percent of students are reading at grade level compared to only 19 percent of Mexico students. About 39 percent of kids statewide are one year below grade level for reading while 35 percent of Mexico students are behind. However, 46 percent of Mexico students are two years behind compared to 33 percent across the state.

Miles said those numbers don’t tell the whole story. From the beginning of last year to the end of the school year the district tripled the number of students who were reading on grade level with 26 percent growth. The number of students who were two or more grade levels behind decreased by 20 percent. 

“Having red is bad but 85 percent of our students made typical growth in math,” Miles said. “You could have had an eighth-grade student reading at a fifth-grade level and they could have two years of growth and they’re still going to be in the red.”

Miles said a lot of work by the teachers and the students went into getting the numbers improved. Miles said the data can be used to help students improve and see where educators need more training.

“It’s hard work, there's a lot that goes into it,” Miles said. “We really don’t want anyone in the red but we have students in there and we have to meet them where they are.”