The latest results from the Oregon Statewide Assessment System (OSAS) show that student proficiency in core subjects has seen only slight improvement over the past year. Statewide, 43% of students are proficient in English and language arts, 31.5% in mathematics, and 30% in science, indicating a slow and challenging academic recovery following the pandemic.
Key Takeaways
- Statewide proficiency rates for Oregon students are 43% in English, 31.5% in math, and 30% in science.
- These figures represent a fractional increase from the previous year's results of 42.8%, 31.3%, and 29.8%, respectively.
- Education officials acknowledge the slow pace of recovery and point to systemic issues like chronic absenteeism and short school years.
- Results vary significantly by district, with Portland Public Schools showing gains while smaller districts like Parkrose and David Douglas saw mixed or declining scores.
Statewide Performance Overview
The newly released data from the Oregon Department of Education (ODE) provides a comprehensive look at student achievement across the state. The Oregon Statewide Assessment System, or OSAS, is administered to students in third through eighth grade, with an additional test in their junior year of high school. The results categorize students into four levels, with levels 3 and 4 indicating proficiency in their grade-level subjects.
This year’s statewide average shows that a majority of students are not meeting proficiency standards. The English and language arts proficiency rate stands at 43%, while mathematics is at 31.5%. Science proficiency is the lowest of the three subjects, with just 30% of students meeting the benchmark. These figures reflect a marginal increase from the previous academic year, underscoring a persistent challenge in raising academic performance.
Understanding the Data Adjustment
It is important to note that the Oregon Department of Education implemented a change in how it includes students with significant cognitive disabilities in its reporting this year. This adjustment has slightly increased the overall proficiency percentages. The comparisons made to the 2023–24 school year in this report use figures that have been adjusted to align with this new methodology for accurate year-over-year analysis.
Key Academic Indicators
Education experts often focus on specific data points as predictors of long-term academic success. Two of the most critical are third-grade reading and eighth-grade math. According to the latest results, proficiency in these key areas remains a concern.
For the 2024–25 school year, only 40.3% of third-grade students demonstrated proficiency in reading. This metric is widely considered a crucial indicator for future learning. Similarly, eighth-grade math proficiency was recorded at just 28.9%, a figure that highlights challenges in preparing students for high school-level mathematics and future careers in STEM fields.
Official Response to the Results
State education leaders have acknowledged that while there are small signs of progress, the current proficiency levels are not satisfactory. At a press conference, ODE Director Dr. Charlene Williams addressed the slow growth.
“There are encouraging signs and we know they’re not enough,” Dr. Williams stated. “Although we’re not satisfied with the outcomes, the takeaway is clear. Recovery is happening and will take time.”
Officials also provided context for the scores, emphasizing that test results do not fully define a student's capabilities. Andrea Lockard, ODE’s Director of Assessment and Student Reporting, noted that the definition of proficiency can oversimplify student performance. She pointed out that students scoring at level 2, just below proficient, still demonstrate a basic understanding of grade-level skills.
Students Below Proficiency
Beyond those considered proficient, a significant portion of students are categorized at Level 2, indicating a partial grasp of the material. According to ODE data:
- 22.7% of students are at Level 2 for English and language arts.
- 24.5% are at Level 2 for mathematics.
- 29.5% are at Level 2 for science.
Governor Tina Kotek also commented on the results, expressing a need for continued focus and improvement. “Today’s results are a sobering reminder that we must stay the course to make sure every student, no matter where they live or learn, has the support to succeed,” Kotek said in a statement.
District-Level Disparities Emerge
The statewide averages mask significant variations in performance between Oregon's school districts. Portland Public Schools (PPS), the state's largest district, reported some of the most notable gains this year.
Portland Public Schools Sees Growth
In Portland, proficiency rates surpassed the state average across all subjects. The district reported:
- 57% proficiency in English and language arts (up from 55.6%)
- 48.5% proficiency in mathematics (up from 46.6%)
- 42.5% proficiency in science (up from 40.6%)
PPS Superintendent Dr. Kimberlee Armstrong highlighted specific success stories, such as Harriet Tubman Middle School, which saw a 10-percentage-point increase in English and a 13-point increase in math. “These results show what happens when school communities believe in its children,” Armstrong said. She added that the district plans to replicate successful strategies in other schools.
Smaller Metro Districts Face Hurdles
In contrast, some smaller districts in the Portland metropolitan area struggled to make progress. The Parkrose School District saw a slight decline in all three subjects. English proficiency dropped to 29.2% from 30.5%, math fell to 16.3% from 16.9%, and science decreased to 16.5% from 17.9%.
The David Douglas School District presented a mixed picture. English proficiency saw a small dip from 35.3% to 34%, while math proficiency edged up slightly from 23.1% to 23.8%. Science scores remained unchanged at 22.4%. These results illustrate the uneven nature of academic recovery across the region.
Addressing Systemic Challenges
State leaders identified several underlying issues that contribute to Oregon's low test scores. Dr. Williams pointed to the state having one of the shortest school years in the nation and the ongoing problem of chronic absenteeism as major obstacles to learning.
To combat these problems, the state is making investments in summer school programs to extend learning time. Additionally, an initiative called "Every Day Matters" is working with districts to improve student attendance. “Our governor has declared September each year as Attendance Awareness Month,” Williams noted, emphasizing the collaborative effort to get students back in the classroom regularly.
The data clearly indicates that while Oregon's education system is moving forward, the path to full academic recovery is gradual and requires sustained effort to address both instructional quality and systemic barriers to student success.
