In a recent government meeting, educators discussed the impact of new literacy programs and assessment data on student performance in Mahtomedi schools. The introduction of decodable books and the UFLY program is expected to enhance reading skills among students, particularly those in the third to fifth grades. Educators noted that while immediate results from the Minnesota Comprehensive Assessments (MCA) may not yet reflect improvements, qualitative data from teachers and literacy coaches indicate significant progress in students' reading abilities.

Concerns were raised about the long-term implications of current reading scores, especially for high school students. One educator emphasized the urgency of addressing literacy issues, stating that students have limited time to develop essential skills before graduation. The discussion highlighted the alarming trend of declining reading scores across the state, with a significant portion of students struggling to meet proficiency benchmarks.

The meeting also covered ACT data, revealing a steady decline in the number of students meeting Minnesota State Colleges and Universities benchmarks for college readiness. While 87% of students took the ACT in 2024, the overall trend shows a decrease in participation since the pandemic, as many colleges have adopted test-optional policies. Educators expressed concern over the lack of engagement among students during standardized testing, suggesting that the assessments may not resonate with their educational goals.

Overall, the meeting underscored the critical need for effective literacy interventions and a reassessment of how student progress is measured, as educators strive to ensure that all students are prepared for future academic challenges.