Recent data from Montana reveals that less than half of students from grades 3 to 8 meet the state’s proficiency standards in language arts and math. These findings come from the inaugural statewide results of the Montana Aligned to Standards Through-Year Assessment (MAST), a newly introduced standardized test.
The Office of Public Instruction (OPI) shared these test outcomes before the Thanksgiving break. State Superintendent Susie Hedalen acknowledged that while there is a need for improved teaching methods and student performance, the new testing format has been positively received by students and provides valuable data for educators.
Statewide, 43.1% of students achieved proficiency in language arts, whereas 36.9% reached proficiency in math. Although the new testing framework prevents direct comparisons to previous years, the scores are in line with those from the 2021-22 academic year, which also experienced a decline influenced by COVID-19 disruptions.
“In literacy, we are higher than in math. That’s a trend we’ve seen for many years,” Hedalen remarked to the Daily Montanan. She emphasized the importance of utilizing this data for making informed educational decisions.
Implemented across the state in the 2024-2025 school year, MAST was first piloted under former Superintendent Elsie Arntzen. Unlike traditional tests, MAST uses “testlets,” which are shorter math and English Language Arts tests conducted over four periods within the academic year. This “through-year assessment model” aims to deliver timely feedback to educators, students, and parents, allowing for adjustments to curricula and teaching strategies as needed.
However, integrating this new testing approach into classrooms might take time. A survey conducted over the summer, involving 246 teachers statewide, indicated that while the shorter and more frequent tests engaged students and offered feedback, some educators found the test content misaligned with classroom instruction. Additionally, 72.8% of teachers reported challenges in scheduling testlets to fit their syllabi, and many felt inadequately trained in the new protocol.
Hedalen, who assumed office in November 2024, has acknowledged similar feedback since her tenure began. “I believe this has been very challenging … coming from the field I felt that myself,” she stated. She highlighted the necessity for more professional development for educators to better understand the new assessments.
The survey, which included feedback from over 35,000 students, revealed a preference for the distributed assessment format over traditional end-of-year exams. Most students reported that the testlets positively impacted their learning outcomes.
While Hedalen advises caution in interpreting the initial MAST scores, she points out that Montana students perform well when compared nationally. According to the 2024 National Assessment of Educational Progress, Montana’s 8th graders rank 10th in math and 4th in reading proficiency nationwide.
In addition, recent high school ACT scores indicate the highest language arts proficiency since the test’s adoption in Montana, and early literacy programs show promising results for younger students. “Those are all exciting data points to me, but I completely acknowledge we have work to do,” Hedalen said. She remains committed to enhancing student readiness for college and careers, particularly in mathematics.
