Philadelphia Schools See Gains in Math Proficiency Amid Slight Decline in Reading Scores
Philadelphia schools Superintendent Tony Watlington reads to a group of third graders at Fanny Coppin Elementary School in 2022. — Emma Lee/WHYY
Students in Philadelphia’s public schools have made notable gains in math, while reading scores have experienced a slight decline, according to the district’s latest preliminary results from the Pennsylvania System of School Assessments (PSSAs).
Overall Academic Improvement
During the 2024–25 school year, students showed improvement in 8 out of 12 academic areas. Over the past three years, gains were seen in 10 out of 12 areas. Attendance also improved, with the percentage of students attending school at least 90% of the time rising from 57.3% in 2021–22 to 61.4% in 2024–25. Additionally, the number of dropouts in grades 7 through 12 dropped significantly—from 3,917 to 1,680.
Final results from the 2024–25 PSSA and Keystone assessments are expected to be released by the Pennsylvania Department of Education in November.
Superintendent Tony Watlington Sr. highlighted the progress, stating, “We are not just rebounding from the pandemic, we are accelerating academic achievement. These three-year gains are the product of hard and strategic work by teachers, principals, and support staff, innovative practices like green-rated, standards-aligned curricula across the city, and a steadfast commitment to the principle that every child, regardless of background, zip code, or circumstance, has the ability to succeed.”
Math Proficiency on the Rise
In math, 33.7% of third-grade students scored proficient or advanced on the PSSA in 2024–25, up from 27.4% the previous year. The district had set a goal of 28% for this year and aims to reach 57.5% by 2029–30.
Across grades 3 through 8, math proficiency increased from nearly 22% in 2023–24 to 25.1% in 2024–25. This exceeds the district’s goal of 22.2%, with a long-term target of 52% by 2029–30.
“Even though math scores are improving quickly, we’re not letting up,” said School District of Philadelphia Deputy Superintendent of Academic Services Jermaine Dawson during a recent school board meeting. “We want to keep accelerating progress. We’ve also identified schools that, despite overall gains, are still falling behind, and we’re targeting them with additional support,” he added.
Slight Decline in English Language Arts
English Language Arts (ELA) results showed a slight decline. Among third graders, 31.4% scored proficient or advanced in 2024–25, down from 34.3% the previous year. The district had aimed for 33.2% this year and is targeting 62% by 2029–30.
For students in grades 3 through 8, ELA proficiency dropped from 34% to 33.2%, falling short of the district’s goal of 36.2%. The long-term target stands at 65% by 2029–30.
“We are not happy with our ELA results,” Dawson said. “Third grade saw a 2.9 percentage point drop. Many of these students began kindergarten just a year after the pandemic and lacked the foundational skills expected on the state assessment.”
He added that the data highlights the need for more support for both students and teachers as they adjust to the district’s new curriculum.
Curriculum Overhaul and Additional Support
The district is in the midst of a $100 million curriculum overhaul. A new science curriculum was launched this year, following earlier rollouts of new math and ELA programs.
Last year, the district strengthened the ELA curriculum by adding more writing, updating the pacing guide to include flex time, and developing new resources based on teacher feedback. This year, support is expanding with additional resources for K–2 students, PSSA prep for grades 4–12, and ELA coaching at 93 schools through partner vendors.
“Our new curriculum includes key support that many students previously lacked,” Dawson said. “Last year, we saw that writing skills weren’t where they should be, but writing is essential for showing rigor and comprehension.
“If students can demonstrate their understanding through writing, it proves they grasp what they read. In K–2 especially, we need to push harder to build strong comprehension, which is the highest level of reading,” he added.
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