by Melissa McPherson

Student literacy and math test scores have been under scrutiny for several years now, especially here in Michigan where math and reading scores generally rank in the lower half nationally. Recent data from the National Assessment of Educational Progress (NAEP 2024) places Michigan around 44th in 4th-grade reading and 31st in 8th-grade math.

Most are quick to blame the pandemic, citing a lack of, or interruption in, learning for the marked decline in scores. While it is true that the pandemic has had a significant impact on learning for students, evidence shows the country’s math and literacy scores were declining before the pandemic. Locally, some parents choose to place blame on other causes where district scores appear weak—from the district’s pay scale for teachers, the effectiveness of the superintendent, or the teachers themselves.

So what really caused the decline, and how do we fix it?

Amy Hodgson, assistant superintendent of curriculum for Stockbridge Community Schools says the answer to both questions doesn’t come down to one cause, or a one-size-fits-all solution. Instead, it has required taking a multifaceted approach that focuses on the student, both in how they learn and the pride and responsibility they feel in the classroom.

Curriculum updates

Over the last two years, Stockbridge Community Schools has adopted many changes that have had a positive effect on student test scores. SCS was one of the first districts in the state to adopt a new learning approach, called The Science of Learning, that focuses on the way the brain actually learns and retains information. This method takes a hands-on, multi-sensory approach to learning and has proven to have a positive effect on test scores in many areas, including literacy, math, science and social studies.

The Science of Reading, which is a branch of The Science of Learning that focuses on literacy, is receiving a lot of national attention, and SCS is leading the charge here in Michigan.

“We were able to get a grant for every one of our teachers to be trained in Orton-Gillingham, a curriculum aligned with the Science of Reading.  Now, nearly all have had that training, and we are seeing some good results,” Hodgson said. In fact, the district saw an increase in scores of 12% in literacy since implementing the change. Additionally, there has been a 32% increase in math scores, a 39% increase in science scores, and a 57% increase in social studies scores.

While reading and math scores have increased across the board at SCS, the reading scores for our 5th and 6th graders are still slightly below Michigan’s average. Numerous studies and reports show the struggle to catch up is directly related to COVID-era online learning disruptions, but many parents are quick to point out that nearby districts don’t seem to have the same problem. It’s true that while reading scores among students are, in some cases, lower than those of state and nearby district averages, SCS’s math scores, in most grades, are higher—by as much as 13 percentage points in some cases.

Studies have shown test scores are impacted by a number of things, including socioeconomic factors, test-specific skills and student well-being, but it’s also important to recognize that test scores are only one indicator of learning success.

“I don’t like to put a lot of stock in one day of testing,” Hodgson said,  “You just never know all the different circumstances that come to the table for families and students on that one day of testing.” 

Instead of relying solely on test scores to see if the new approach is working, SCS is focusing on overall growth, using benchmark assessments to track the progress of each student throughout the year. According to Hodgson, these assessments show our students are making gains across the board. Hodgson expects to see continued growth, especially in our 5th and 6th graders as they experience this new approach throughout their schooling. Also worth mentioning: Academic grade performance in the higher grades is experiencing the lowest percentage of failure that the district has seen in years.

Policy changes

Although her specialty is curriculum, Hodgson is quick to point out that increases in scores are not just about curriculum. “We’ve started over with something called Positive Behavioral Interventions and Supports and implemented attendance initiatives that motivate students to get to school. And frankly, it’s about the new policy on cellphones; we have already seen a big impact on behavior and academic engagement.”

The district is also working to build a sense of personal pride on the part of the students with regard to behavior and academic performance. Kids should feel the same kind of pride for academics and school, in general, as they do for their accomplishments in extracurricular activities. By celebrating their successes, big or small, and helping them track their progress, the district is hoping kids will be motivated to do their best.

Stockbridge must be doing something right, they are receiving national attention for their success, not just in increasing test scores, but in decreasing chronic absenteeism, which is down by 12.2% since last year alone.

“Michigan Department of Education has reached out, and they’re talking about doing a spotlight on the district,” Hodgson said. In fact, Stockbridge Community Schools has been featured in both state and  national news outlets, including “The 74,”  a nonprofit news organization covering America’s education system from early childhood through college and career. Hodgson says, as a result, she has been contacted by the Governor’s senior literacy advisor to talk about what the district is doing.

Outstanding teachers

Despite all the recent attention the district has received, Hodgson is quick to point out where the credit for student success truly lies.

“None of this happens if you don’t have outstanding teachers.”

After all, it is the teachers who deliver the new curriculum and enforce new policies with their students, and it’s the teachers who personally support the students in their day-to-day learning.

“The single greatest impact on student outcomes is the teacher in the classroom.” Hodgson said.

And in the lead-up to this story, talking with teachers in the district and beyond, most feel strongly that testing is only one aspect of the learning experience and is often overrated.

Despite test scores still coming in below where they were pre-pandemic, it is clear things are beginning to move in a positive direction. As our teachers continue to implement positive changes and our students continue to improve, the community can look forward to seeing the impact all of this will have on our schools and, most importantly, on our students, in the years to come.

NOTE: Results on state testing by district are freely available at bridgemi.com/talent-education/see-how-your-local-michigan-school-district-did-in-the-2025-m-step. A word of caution, as mentioned above, testing scores are only one indicator of how students in a district are performing.