Full Breakdown
Vermont Students Fall Short of Proficiency Goals in Math and English
2/21/2026, 1:06:13 AM
Overview of Student Performance
A recent report from the Vermont Agency of Education reveals that a majority of Vermont students are performing "well below" proficiency goals in math and English language arts. The Vermont State Report Card, which assesses student and school performance, indicates that during the 2024-25 school year, most students did not meet grade-level academic standards. The report highlights that over half of Vermont schools also fell below performance expectations, with many experiencing stagnant or declining student performance.
Key Findings from the Report
The report shows that less than 60% of students across all grade levels are proficient in English language arts, while math proficiency is even lower, with less than 50% of students meeting standards. Specifically, in third grade, fewer than half of the students demonstrated proficiency in English language arts, raising concerns about the importance of early reading skills for long-term academic success. Math proficiency remains particularly low in elementary grades, although there are signs of an upward trend in recent assessments.
Additionally, the report notes a decline in graduation rates, with the four-year graduation rate dropping from 89% in 2017 to 82% in 2025, and the six-year graduation rate falling from 91% to 85%. The report also indicates that only 46% of high school students planned to pursue postsecondary education within 16 months of graduation, significantly below the state's goal of 80%.
Official Responses and Political Context
In response to the report, Governor Phil Scott emphasized the need for educational transformation, stating that the findings illustrate the necessity of addressing the opportunity gap and ensuring equitable education for all students. He remarked, “Vermonters know property taxes and education costs continue to grow at unsustainable rates... this report reaffirms why transformation is about more than bending the cost curve.”
However, the report has sparked criticism from education leaders. Don Tinney, president of the Vermont-National Education Association, accused the administration of politicizing the report to undermine public schools. He stated, “Instead of debating how we can ensure that all schools deliver excellence every day, he continues to beat up on public schools and the educators that work in them.” Chelsea Myers, executive director of the Vermont Superintendents Association, echoed similar sentiments, arguing that the focus should be on addressing underlying demographic issues rather than politicizing education reform.
Conflicting Perspectives
While the report's findings have prompted calls for reform, critics argue that the governor's administration has not adequately addressed the systemic issues affecting education in Vermont. Myers noted that “no single snapshot can fully capture the breadth” of student learning and called for a refocus on the voices of students.
Conclusion and Future Directions
The Vermont Agency of Education plans to expand support for schools identified as falling below state standards, aiming to close equity gaps and improve outcomes for all students. As the state grapples with these challenges, the ongoing debate over education reform and funding mechanisms remains a critical issue for Vermont's future.
