Math skills are critical to a variety of careers and important for life skills ranging from budgeting and smart shopping to understanding the news. The middle school math examination serves as a checkpoint for high school preparation; performance on this exam can help predict high school success in math.

In 2023, 36% of eighth graders were considered proficient in Worcester County, a decrease of eight percentage points from 2019, and slightly lower than the state passing rate of 38%. Proficiency was lower among Latino or Hispanic (15%), economically disadvantaged (18%), and African American (25%) students compared to those who are White (40%), not economically disadvantaged (49%), or Asian (74%). Proficiency rates declined from 2019 among all groups; however, African American students in Worcester County had a math proficiency rate that was five percentage points higher than similar peers at the state level.

Among school districts in the County, one had a proficiency rate above 70% while 18 districts had rates lower than 30% in 2023. Proficiency rates were highest in Westborough (74%) and lowest in North Brookfield (4%) and Oxford (11%).

It is important to note that standardized educational tests like the MCAS do not offer a full picture of the performance and/or abilities a student. It is crucial to contextualize these data in contrast with other social factors that can have a deep impact on student performance and learning.

Studies point to a variety of factors believed to contribute to disparities in test scores and other measures of student achievement nationwide. Most school systems in the United States are highly segregated, and Black and Latino students disproportionally attend schools with high proportions of low-income students and lower levels of resources such as access to early learning opportunities, experienced teachers, advanced courses, and modern technology and facilities. In addition, teachers across all school systems in the nation tend to be disproportionately White, and the cultural relevance of teaching practices and curriculum may vary.

As assessments vary among states, it is not possible to include comparable data for the nation or other areas in this indicator.

The Massachusetts Department of Elementary and Secondary Education did not administer Spring 2020 MCAS for the 2019-2020 school year due to the cancellation of state assessments and school closures related to COVID-19.

Data prior to 2017 is not comparable due to changes in the state test.