Colorado sees improvement in 2024 CMAS test scores with continued progress in math skills

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Although younger students in Colorado have outperformed pre-pandemic math test scores, students in most other grades still fall behind in math, as per the results of the spring 2024 tests released on Tuesday.

Regarding literacy, the majority of the state’s students have not yet reached the same high scores as pre-pandemic levels when schools closed due to the pandemic, but they are making progress.

Despite improvement, certain student groups, particularly English language learners, continue to face challenges compared to others.

The data released on Tuesday represents the average test scores for all students across the state. Specific school and district scores will be disclosed next week.

Colorado’s Education Commissioner Susana Córdova stated, “We are pleased to see our students’ ongoing progress since the pandemic disrupted education. However, persistent achievement gaps among student groups remain a concern. It is imperative to not only witness growth in some students but also to ensure every child receives the necessary support for success.”

In Colorado, students in third to eighth grades undertake the math and English language arts CMAS tests. High school students in ninth to 11th grade take the PSAT/SAT test for English and math evaluation, alongside a science CMAS test in fifth, eighth, and 11th grade.

One positive note is the improved CMAS math scores for elementary students, surpassing the 2019 levels pre-pandemic. Notably, preschool, kindergarten, and first-grade students who encountered school closures in 2020 show higher rates of meeting and exceeding expectations.

When it comes to middle school grades, the rates of students meeting or exceeding expectations have steadily risen annually in sixth and seventh grades but not in eighth grade compared to 2019 levels.

For high school students taking the digital PSAT/SAT, a notable decline in the percentage of students meeting math expectations, like a 7-point drop for ninth graders from last year to 39.5% this year, suggests challenges possibly due to the new test format.

To adjust to the new digital SAT format, the state conducted additional analyses to ensure exam consistency with prior years. Despite lower math SAT scores this year, attributed in part to the revised format, growth scores will still be calculated, and the test results will be utilized in upcoming annual school quality ratings.

Colorado’s recent investments in math education through COVID relief funds have made an impact, including offering a free math computer program for kindergarten to eighth-grade students, leading to a 65% program adoption rate in schools.

In language arts tests, third graders meeting or exceeding state expectations increased to 42%, surpassing the numbers from last year, suggesting ongoing progress since 2019. However, a decline in fourth-grade performance on the CMAS language arts test counters this trend.

Sixth to eighth graders demonstrated slight increases in meeting language arts expectations in comparison to 2023, with sixth graders surpassing the 2019 levels, indicating stepwise improvement.

Gaps Widen as Struggling Students Face Challenge to Rebound

Consistent with past years, the most significant score gap remains between English language learner fifth graders and their non-ELL counterparts.

This year, only 6.3% of multilingual fifth graders met or exceeded language arts expectations, contrasting with 52.6% of non-ELL students, marking a 46.3 percentage point gap, larger than in 2023 or 2019.

While concerns arose last year over the hindered progress of multilingual students, no legislative actions were taken to provide enhanced academic support. Nonetheless, recent changes in the school funding formula aim to allocate more resources to districts enrolling English learners.

Moreover, exemptions from state tests were granted for new immigrant students, particularly for those lacking English proficiency, in light of broader rules. Some migrant students were permitted to take the Spanish language arts test if they had no history of interrupted schooling.

Trinidad-Sheahan from the Colorado Association for Bilingual Education expressed concerns over the inadequate preparation and support system for educators assisting multilingual students.

Colorado’s growth evaluations reveal disparities, with most students of color scoring below 50, indicative of the need for scores above this threshold to indicate progress. Students with disabilities, migrant students, and Black students exhibited lower growth scores compared to their White counterparts.

While growth scores are gradually returning to pre-pandemic levels, the emphasis now lies on sustaining or elevating growth for a complete recovery, as per the state’s recent statement.