Zach Wendling
LINCOLN — A majority of Nebraska school districts continue to be classified as “excellent” or “great,” though a greater percentage — about a third — are now classified as “good” or “needs support to improve.”
According to annual data from the Nebraska Department of Education, the percentage of students in grades 3-8 who tested proficient in English language arts rose by 1%, to having 59% on track or at an advanced level. The percentage of students proficient in math fell 4%, to 58% of students in grades 3-8. The math test is based on new state standards approved in 2022.
Dig into the data
View more of Nebraska’s 2023-24 test scores here, with information at the district and individual school levels.
Students who were tested in science in grades 5 and 8 continue to score high, rising to 74% proficiency. This is the second straight year that the science scores have risen by 4%.
Test scores are again above pre-pandemic levels, higher than in 2022, when proficiency scores in English language arts fell to 47% and math fell to 46% during the 2021-22 school year.
“We need to continue to work together as a state to provide the best possible opportunities for every student to succeed and be prepared for life after school,” Brian Maher, state education commissioner, said at a news conference last week.
High school juniors, who all take the ACT, were 45% proficient in English language arts, 42% in math and 49% in science. Maher cautioned the ACT scores are based on national standards but do offer opportunities to compare how Nebraska students are doing next to other states.
Maher noted improvements among many student groups but said achievement gaps persist based on race, ethnicity, special education, low-income and English language learners.
State classifications
State and federal law requires the Nebraska Department of Education to classify schools and school districts in one of four ways to signal which ones may need specific support, including state funding.
Nebraska’s “Accountability for a Quality Education System, Today and Tomorrow” model, or AQuESTT, measures schools and districts on various factors, including proficiency scores in English language arts and math, chronic absenteeism and graduation rates.
The most recent classifications:
- 323 schools are “excellent” (29%).
- 359 schools are “great” (40%).
- 330 schools are “good” (30%)
- 89 schools are “need support to improve” (8%).
The classifications of the 244 school districts for last year mirror the same pattern, with a greater percentage of schools — 34% — at the “good” and “needs support to improve” levels, compared to 18.5% in the 2023 report.
In total, 138 school districts maintained the same classification between 2023 and 2024, while 71 school districts decreased in classification and 35 improved. Six districts rose by two classifications and six others dropped two classifications.
About 70% of school districts improved or held steady in English and science proficiency scores in grades 3-8, while the new “cut scores” in math led to lower proficiency for 57% of districts.
Thirteen districts were labeled “needs support to improve”: Bayard Public Schools, Columbus Public Schools, Elba Public Schools, Lewiston Consolidated Schools, Lexington Public Schools, Madison Public Schools, Nebraska City Public Schools, Niobrara Public Schools, Omaha Public Schools, South Platte Public Schools, Southern School District 1, Walthill Public Schools and Winnebago Public Schools.
Of those, Elba, Omaha, Walthill and Winnebago Public Schools remained at “needs support to improve” from last year.
Two other districts listed at that classification level last year improved. Isanti Community School rose two spots to “great,” and Harvard Public Schools rose one level to “good.”
Data can guide resources
State Sen. Danielle Conrad of Lincoln, a member of the Legislature’s Education Committee, said she appreciates the data for showing what’s going well and where adjustments or improvements might be needed, but acknowledged it is a lot of information to digest.
Conrad said many districts and schools are showing growth and pointed out that many are holding the line as “excellent” or “good.”
She noted, however, that the “needs support to improve” category is a measure of needing additional support, noting that her daughter attends a Lincoln school rated in that category. She said she knows the school has a tremendous environment, with talented and dedicated teachers.
“On paper, it seems really scary,” Conrad said. “What I know in practice is that one data point doesn’t tell the full story, but what I do hope comes forward from the assessment is that we really do pour time, energy, support and resources into our schools who need the most help.”
State Sen. Dave Murman of Glenvil, who chairs the Education Committee, said he appreciates that the Nebraska Department of Education has a goal to increase third-grade reading proficiency to 75% by 2030.
In the most recent tests, students in grades 4-8 increased English language arts proficiency, while grade 3 scores fell slightly, from 62% to 59%.
“Literacy continues to be a priority for the Nebraska Department of Education,” Maher said in a statement. “We will continue to focus resources on statewide improvement.”
Murman said focusing on third-grade reading proficiency is a proper focus because it can set up a foundation for all education. He said the goal doesn’t preclude striving for improvement in all grade levels or subjects, including math and science.
“The better we can use our English skills, the better we’ll do for the other subjects,” Murman told the Nebraska Examiner.
Prioritizing ‘room for improvement’
Murman suggested penalties for schools repeatedly listed as “additional targeted support and improvement,” defined as a school where one or more student groups are performing at or below the performance level of students in the state’s lowest-performing public schools.
“Perhaps stronger supports should be provided from the state level such as replacing administrators and/or teachers,” Murman said in a text. “Students and families that lack the resources to leave continually underperforming schools truly miss out on equal opportunity.”
Murman also highlighted past legislative accomplishments to increase school funding, provide scholarships and stipends for new or prospective teachers, and streamline teacher certification.
Murman and Conrad said they are looking for legislative ways to improve education.
Murman noted goals to reduce truancy and form a solid Education Committee after a number of members depart because of term limits, while Conrad pointed to strengthening school funding in partnership with Gov. Jim Pillen.
“I appreciate what schools across the state do and the teachers and the parents to educate our kids,” Murman said. “I’ve said it several times before: Nebraska does have great schools, compared to the rest of the nation especially, but that doesn’t mean there’s not room for improvement.”