Each year, Wisconsin students participate in state assessments designed to measure how well they are meeting academic expectations. While these assessments provide only one measure of student learning, they give us valuable information about where our students are succeeding and where we need to improve.
Recently, we received the results from the 2025-26 state assessments. Overall, Stanley-Boyd continues to perform well compared with other school districts in our region and across the state. There are several areas where we are particularly encouraged, along with others that remind us we still have work to do.
One of our strongest areas is elementary reading. On the Wisconsin Forward Exam, 65.9% of our students in grades 3 through 5 met or exceeded expectations in reading, compared with 52% statewide. Stanley-Boyd had the highest elementary reading proficiency rate among all 29 public school districts in CESA 10.
These results are particularly encouraging because of the emphasis we have placed on reading instruction over the past several years. Much of this work has involved refining instructional practices and using research to better understand how children learn to read.
Our strong performance extends beyond elementary reading. Stanley-Boyd ranked fourth among the 29 public school districts in CESA 10 in elementary English Language Arts and third in mathematics, tying for third in the combined elementary average. At the middle school level, we ranked fourth overall in English Language Arts and mathematics combined. Our ACT composite average tied for seventh in the region. When combining elementary, middle school, and ACT results, Stanley-Boyd ranked fifth overall.
These rankings are encouraging and reflect the work of our students and staff. However, they also show the work that remains. Even with our strong elementary reading results, approximately one-third of our students did not meet expectations on the state assessment. We also recognize that achievement in some subjects and grade levels is not where we want it to be.
This is one reason we continue refining our instructional and intervention practices. This year, we have adjusted our elementary Wednesday intervention time to provide more focused instruction to smaller groups of students with specific learning needs. We continue evaluating how we use our instructional time and resources to help more students succeed.
Our assessment results reflect the collective efforts of teachers, support staff, administrators, students, and families. I appreciate the work that has gone into strengthening instruction and helping students learn.
Our mission is to ensure all students learn at a high level while becoming college and career ready. We are proud of the accomplishments of our students and staff, but we also recognize that our work is far from finished. We will continue using what we learn from assessments and classroom instruction to improve our practices and help every student reach their potential.
Go Orioles!