Md. Scores In Reading, Math Show Big Strides

"We knew that we had done better, but we were really surprised at the numbers," Principal Anita Stoddard said. "You say to yourself, 'The hard work paid off.' "

Scores improved markedly in both Montgomery and Prince George's counties, the two largest school systems in the state, with the lion's share of gains coming from poor and language-minority students.

In Prince George's, countywide proficiency rose seven points in reading and five points in math, to a respective 71 percent and 64 percent. In a school system where the large majority of students come from low-income homes, scores rose at every grade level tested and in each of eight demographic "subgroups" measured by federal law. Proficiency rose so dramatically among students of limited English proficiency -- reading proficiency was up nine points -- that Superintendent John E. Deasy asked data analysts to double-check the numbers.

"The rate of improvement was great for all but particularly stunning for English language learners, youth in poverty and youth in special education," Deasy said. "This is how you close gaps."

Proficiency rates in Montgomery rose from 83 percent to 88 percent in reading and from 79 percent to 82 percent in math. There, too, disadvantaged students figured prominently in the gains. Reading proficiency rose sharply for special-ed students and for those with limited English proficiency.

Officials cited the new scores as fresh evidence that the performance gap between more- and less-affluent students is closing, at least on the statewide exam.

Montgomery officials reported that gaps among the four largest racial and ethnic groups have narrowed in reading and math in every grade level tested since 2003.

In third-grade reading, for example, Hispanic students' proficiency rose from 40 percent in 2003 to 76 percent this year, while white students' proficiency climbed from 83 percent to 95 percent. The gap separating the two groups has narrowed from 43 points to 19.